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Teaching about Religious Diversity in the Public Sphere: European Policy Initiatives

Teaching about Religious Diversity in the Public Sphere: European Policy Initiatives Robert Jackson Warwick Religions and Education Research Unit Diversity shapes Europe’s Future The contribution of intercultural and interreligious education for living together in Europe

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Teaching about Religious Diversity in the Public Sphere: European Policy Initiatives

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  1. Teaching about Religious Diversity in the Public Sphere: European Policy Initiatives Robert Jackson Warwick Religions and Education Research Unit Diversity shapes Europe’s Future The contribution of intercultural and interreligious education for living together in Europe Intereuropean Commission on Church and School International Association for Christian Education and the Protestant Academy in Berlin Berlin September 18, 2008

  2. Summary • Context • Theoretical Debates • Policy Development • Conclusions

  3. CONTEXT

  4. Global Context: Religion in Public Space Negative events – global, regional and local • September 11, 2001 in USA • Afghanistan and Iraq wars/occupations • Bali, Casablanca, Jakarta, Istanbul, Madrid, London, Mumbai etc • Inter and intra religious conflicts globally • European issues: Civil disorder in N. UK towns in 2001 and France in late 2005; The ‘Cartoons’ affair 2006 – Denmark etc • Positive ‘social capital’ – eg Desmond Tutu, Dalai Lama, religiously based movements for peace and justice, interfaith networks etc

  5. Intellectual Context: Religious Plurality & Late Modernity • ‘Plurality’ descriptive; ‘Pluralism’ normative • Traditional plurality • religious and ethnic diversity • Modern/postmodern plurality • instant communication • globalisation • erosion of cultural boundaries • multiple influences on identity • Interaction of ‘modern’ and ‘traditional’ plurality in describing the religious landscape

  6. DEBATES

  7. Academic Debates • Public and private space - religion in the public sphere • Epistemology and Pedagogy • Aims of teaching about religions

  8. Debate 1: Religion in the Public Sphere Jürgen Habermas • In the formal public/political sphere (parliaments, ministries etc), political institutions to stay neutral regarding religion • The (informal) public/political sphere is the setting for communication between religious and non-religious people • religious people can bring insights into public debate • religious people can gain insights through dialogue with others

  9. Debate 2: Epistemology and Pedagogy • Scientific realist positions • objective knowledge about religions (as with scientific knowledge) • no personal contributions from students • teacher as academic authority • Hermeneutical positions • Knowledge objective but transactional • education about and from religions • Student-student, student-teacher dialogue • personal engagement with issues

  10. Debate 3: Aims of Teaching about Religions Teaching about religions in order: • To develop knowledge and understanding of religions as part of knowledge of human culture and history • To promote tolerance of difference (within limits) and respect for the right of people to hold a religious belief – learning to live together • To promote communication between people of different beliefs (inter-religious; inter-cultural; democratic citizenship) • To assist students in formulating their own ideas on religion

  11. POLICY DEVELOPMENT

  12. Policy: Education in/about Religions: Contextual Factors • Historical tradition • history of Church/State relations • the nature and degree of ‘multiculturalism’ in society • Socio-political/economic systems • Geographical position • European/international/global influences

  13. Policy: Current National Policies in Europe Types of RE in European Public Schools • Educating into religion • a single tradition is taught by insiders • Educating about religion • Religion is taught from a descriptive and historical perspective • Educating from religion • students consider different responses to religious, existential and moral issues • European and International turn • Whatever the system, students need to have knowledge about a range of religions and beliefs

  14. Policy: International Institutions and the study of religions in schools UN/UNESCO • Delors report (1996) – learning to know, to do, to live together and to be • Learning to live together includes… ‘developing an understanding of others and their history, traditions and spiritual values’

  15. Policy: International Institutions and the study of religions in schools United Nations • Alliance of Civilizations – • ‘Religious leaders, education policymakers, and interfaith civic organizations should work together to develop consensus guidelines for teaching about religions’ (HLG Report 2006) • Clearinghouse of information on Education about Religion and Belief for the UN Alliance of Civilizations – website project • Conference in Copenhagen October 2008  - including interface with the Islamic world

  16. Policy: European Institutions and the study of religions in schools • EU(27 states) • European Council (heads of state and the president of the EC) - teaching materials reflecting Europe’s cultural, ethnic and religious diversity to combat racism • European research – eg EC REDCo Project – religion, education, dialogue & conflict – 9 European universities – 2006-2009 – from research to policy and practice • Council of Europe(47 states) • Organisation for Security and Co-operation in Europe ODIHR(OSCE) (56 states)

  17. Policy and Practice: Council of Europe • Intercultural Education and the Challenge of Religious Diversity and Dialogue 2002-2007(DG IV) Ministerial Policy Declaration 2008?; book in English & French 2007 • Interfaith Dialogue and Human Rights2000-2006 (ongoing)(Malta 2004; Kazan 2006: Commissioner for Human Rights) • European Centre for Human Rights and Citizenship Education, including religion (Oslo)(2006 onwards; established late 2008) • Exchange on the Religious Dimension of Intercultural Dialogue(2008 ongoing) • White Paper on Intercultural Dialogue (2008)

  18. Council of Europe draft policy: developing intercultural competences through… • nurturing a sensitivity to the diversity of religions and non-religious convictions… • ensuring that teaching about the diversity of religions and non-religious convictions is consistent with the aims of education for democratic citizenship, human rights etc… • promoting dialogue between people from different cultural religious/non-religious backgrounds; • developing skills of critical evaluation and reflection with regard to …different religions and non-religious convictions • combating prejudice and stereotypes vis-à-vis difference …

  19. Organisation for Security and Co-operation in Europe (OSCE/ODIHR)Toledo Guiding Principles • Composition of the drafting group interdisciplinary and inclusive – lawyers, academics, educators, representatives of faith/belief groups of different kinds • Human rights foundation • 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

  20. 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’

  21. NGOs: Tony Blair Faith Foundation • Face to Faith - to engage secondary school students in discussion about the role of faith in their lives, communities and globally • Through videoconferences, students from around the world will participate in a facilitated, interactive conversation building awareness & understanding of issues facing global inter- & intra-faith relations • Pilot study autumn 2008, working closely with the Global Nomads Group • a full programme to be launched 2009

  22. RE and Interdisciplinary Studies ‘RE’, ‘TaRB’, ‘religion education’ can contribute to or collaborate with other fields • Citizenship education • Intercultural education • Human rights education • Global/world affairs education • Peace education • School ethos, procedures, governance, relationships (internal/external) • But…There is a need for specialists in the study of religions…Religion must not be ‘integrated out’!

  23. CONCLUSIONS

  24. Conclusions • Policy makers/educators need to be aware of – and participate in – the key debates • Policy makers/educators need to allay fears - to be sensitive to different national contexts and voices (including religious ones) within them • ‘TaRB’ aims need to be consistent with a broad EDC (intercultural, human rights, global, peace) • Initiatives by European/international bodies are complementary – excellent that different bodies increasingly are working together in this field • More dialogue with non-Western bodies needed • A supply of specialists in the study of religions is needed internationally • More European/international research, development, teacher training needed – Oslo Centre and other consortia

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