Teaching about Religious Diversity in the Public Sphere: European Policy

Initiatives

Robert JacksonWarwick Religions and Education

Research UnitDiversity 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

SummarySummary

Context Context Theoretical DebatesTheoretical DebatesPolicy DevelopmentPolicy DevelopmentConclusionsConclusions

CONTEXTCONTEXT

Global Context: Religion in Global Context: Religion in Public SpacePublic Space

Negative events – global, regional and Negative events – global, regional and locallocal

September 11, 2001 in USASeptember 11, 2001 in USA Afghanistan and Iraq wars/occupationsAfghanistan and Iraq wars/occupations Bali, Casablanca, Jakarta, Istanbul, Bali, Casablanca, Jakarta, Istanbul,

Madrid, London, Mumbai etcMadrid, London, Mumbai etc Inter and intra religious conflicts Inter and intra religious conflicts

globallyglobally European issues: Civil disorder in N. UK European issues: Civil disorder in N. UK

towns in 2001 and France in late 2005; towns in 2001 and France in late 2005; The ‘Cartoons’ affair 2006 – Denmark etcThe ‘Cartoons’ affair 2006 – Denmark etc

PositivePositive ‘social capital’ ‘social capital’ – eg Desmond – eg Desmond Tutu, Dalai Lama, religiously based Tutu, Dalai Lama, religiously based movements for peace and justice, movements for peace and justice, interfaith networks etcinterfaith networks etc

Intellectual Context: Religious Intellectual Context: Religious Plurality & Late Modernity Plurality & Late Modernity

‘‘Plurality’ Plurality’ descriptivedescriptive; ‘Pluralism’ ; ‘Pluralism’ normativenormative

Traditional pluralityTraditional plurality religious and ethnic diversityreligious and ethnic diversity

Modern/postmodern pluralityModern/postmodern plurality instant communicationinstant communication globalisationglobalisation erosion of cultural boundarieserosion of cultural boundaries multiple influences on identitymultiple influences on identity

Interaction of ‘modern’ and Interaction of ‘modern’ and ‘traditional’ plurality in ‘traditional’ plurality in describingdescribing the religious landscapethe religious landscape

DEBATESDEBATES

Academic DebatesAcademic Debates

1.1. Public and private space Public and private space - religion in the public - religion in the public spheresphere

2.2. Epistemology and Epistemology and PedagogyPedagogy

3.3. Aims of teaching about Aims of teaching about religionsreligions

Debate 1: Religion in the Debate 1: Religion in the Public SpherePublic Sphere

JJürgen ürgen HabermasHabermas In the In the formalformal public/political sphere public/political sphere

(parliaments, ministries etc), (parliaments, ministries etc), political institutions to stay neutral political institutions to stay neutral regarding religionregarding religion

The (The (informalinformal) public/political ) public/political sphere is the setting for sphere is the setting for communication between religious communication between religious and non-religious peopleand non-religious people religious people can bring insights into religious people can bring insights into

public debatepublic debate religious people can gain insights religious people can gain insights

through dialogue with othersthrough dialogue with others

Debate 2: Debate 2: Epistemology and Epistemology and PedagogyPedagogy

Scientific realist positionsScientific realist positions objective knowledge about religions objective knowledge about religions

(as with scientific knowledge) (as with scientific knowledge) no personal contributions from no personal contributions from

studentsstudents teacher as academic authorityteacher as academic authority

Hermeneutical positions Hermeneutical positions Knowledge objective but Knowledge objective but

transactionaltransactional education about and from religions education about and from religions Student-student, student-teacher Student-student, student-teacher

dialoguedialogue personal engagement with issuespersonal engagement with issues

Debate 3: Aims of Teaching about Debate 3: Aims of Teaching about ReligionsReligions

Teaching about religions in order:Teaching about religions in order: To develop knowledge and To develop knowledge and

understanding of religions as part of understanding of religions as part of knowledge of human culture and historyknowledge of human culture and history

To promote tolerance of difference To promote tolerance of difference (within limits) and respect for the right (within limits) and respect for the right of people to hold a religious belief – of people to hold a religious belief – learning to live togetherlearning to live together

To promote To promote communicationcommunication between between people of different beliefs (inter-people of different beliefs (inter-religious; inter-cultural; democratic religious; inter-cultural; democratic citizenship)citizenship)

To assist students in formulating their To assist students in formulating their own ideas on religionown ideas on religion

POLICY POLICY DEVELOPMENTDEVELOPMENT

Policy: Education in/about Policy: Education in/about Religions: Contextual Religions: Contextual

FactorsFactors Historical tradition Historical tradition

history of Church/State history of Church/State relations relations

the nature and degree of the nature and degree of ‘multiculturalism’ in society ‘multiculturalism’ in society

Socio-political/economic Socio-political/economic systemssystems

Geographical position Geographical position European/international/global European/international/global

influencesinfluences

Policy: Current National Policies Policy: Current National Policies in Europein Europe

Types of RE in European Public Types of RE in European Public SchoolsSchools

Educating Educating intointo religion religion a single tradition is taught by insidersa single tradition is taught by insiders

Educating Educating aboutabout religion religion Religion is taught from a descriptive Religion is taught from a descriptive

and historical perspectiveand historical perspective Educating Educating fromfrom religion religion

students consider different responses to students consider different responses to religious, existential and moral issuesreligious, existential and moral issues

European and International turnEuropean and International turn Whatever the systemWhatever the system, students need to , students need to

have knowledge about a range of have knowledge about a range of religions and beliefsreligions and beliefs

Policy: International Policy: International Institutions and the study of Institutions and the study of

religions in schoolsreligions in schools

UN/UNESCO UN/UNESCO Delors report (1996) – Delors report (1996) –

learning to know, to do, learning to know, to do, to to live togetherlive together and to be and to be

Learning to live together Learning to live together includes… includes… ‘‘developing an developing an understanding of others and understanding of others and their history, traditions and their history, traditions and spiritual valuesspiritual values’’

Policy: International Institutions Policy: International Institutions and the study of religions in and the study of religions in

schoolsschoolsUnited NationsUnited Nations Alliance of Civilizations – 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

Policy: European Institutions Policy: European Institutions and the study of religions in and the study of religions in

schoolsschools EUEU (27 states)(27 states)

European Council (heads of state and European Council (heads of state and the president of the EC) - teaching the president of the EC) - teaching materials reflecting Europe’s cultural, materials reflecting Europe’s cultural, ethnic and religious diversity to combat ethnic and religious diversity to combat racismracism

European research – eg EC REDCo European research – eg EC REDCo Project – religion, education, dialogue & Project – religion, education, dialogue & conflict – 9 European universitiesconflict – 9 European universities – – 2006-2009 – from research to policy and 2006-2009 – from research to policy and practicepractice

Council of EuropeCouncil of Europe (47 states)(47 states)

Organisation for Security and Co-Organisation for Security and Co-operation in Europe ODIHRoperation in Europe ODIHR (OSCE) (56 states)(OSCE) (56 states)

Policy and Practice: Council of Policy and Practice: Council of EuropeEurope

Intercultural Education and the Intercultural Education and the Challenge of Religious Diversity and Challenge of Religious Diversity and Dialogue 2002-2007Dialogue 2002-2007 (DG IV) Ministerial Policy Declaration 2008?; book in English & French 2007

Interfaith Dialogue and Human Interfaith Dialogue and Human RightsRights 2000-2006 (ongoing)2000-2006 (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)

Council of Europe draft policy: Council of Europe draft policy: developing intercultural developing intercultural competences through…competences through… nurturing a sensitivity to the diversity nurturing a sensitivity to the diversity

of religions and non-religious of religions and non-religious convictionsconvictions … …

ensuring that teaching about the ensuring that teaching about the diversity of religions and non-religious diversity of religions and non-religious convictions is consistent with the aims convictions is consistent with the aims of education for democratic citizenship, of education for democratic citizenship, human rights etc…human rights etc…

promoting dialogue between people promoting dialogue between people from different cultural religious/non-from different cultural religious/non-religious backgrounds;religious backgrounds;

developing skills of critical evaluation developing skills of critical evaluation and reflection with regard to …different and reflection with regard to …different religions and non-religious convictionsreligions and non-religious convictions

combating prejudice and stereotypes combating prejudice and stereotypes vis-à-vis difference …vis-à-vis difference …

Organisation for Security and Co-Organisation for Security and Co-operation in Europe (OSCE/ODIHR)operation in Europe (OSCE/ODIHR)

Toledo Guiding PrinciplesToledo Guiding Principles

Composition of the drafting group Composition of the drafting group interdisciplinaryinterdisciplinary and and inclusiveinclusive – lawyers, – lawyers, academics, educators, representatives of academics, educators, representatives of faith/belief groups of different kindsfaith/belief groups of different kinds

Human rights foundationHuman rights foundation freedom of religion or belief predicates freedom of religion or belief predicates

plurality;plurality; plurality requires tolerance of plurality requires tolerance of

difference; difference; tolerance of difference requires tolerance of difference requires at leastat least

knowledge and understanding of the knowledge and understanding of the beliefs and values of othersbeliefs and values of others

Toledo Guiding PrinciplesToledo Guiding Principles

Toledo Guiding Principles Toledo Guiding Principles on Teaching on Teaching about Religions and Beliefs in Public about Religions and Beliefs in Public SchoolsSchools 20072007

‘‘to contribute to an improved to contribute to an improved understanding of the world’s understanding of the world’s increasing religious diversity and the increasing religious diversity and the growing presence of religion in the growing presence of religion in the public sphere’public sphere’

‘‘to assist OSCE participating States in to assist OSCE participating States in promoting the study and knowledge promoting the study and knowledge about religions and beliefs in schools…about religions and beliefs in schools…as a tool to enhance religious freedom as a tool to enhance religious freedom and increase tolerance’and increase tolerance’

NGOs: Tony Blair Faith NGOs: Tony Blair Faith FoundationFoundation

Face to FaithFace to Faith - to engage secondary - to engage secondary school students in discussion about school students in discussion about the role of faith in their lives, the role of faith in their lives, communities and globally communities and globally

Through videoconferences, students Through videoconferences, students from around the world will participate from around the world will participate in a facilitated, interactive in a facilitated, interactive conversation building awareness & conversation building awareness & understanding of issues facing global understanding of issues facing global inter- & intra-faith relationsinter- & intra-faith relations

Pilot study autumn 2008, working Pilot study autumn 2008, working closely with the Global Nomads Groupclosely with the Global Nomads Group

a full programme to be launched 2009a full programme to be launched 2009

RE and Interdisciplinary RE and Interdisciplinary StudiesStudies

‘‘RE’, ‘TaRB’, ‘religion education’ can RE’, ‘TaRB’, ‘religion education’ can contribute to or collaborate with other contribute to or collaborate with other fieldsfields

Citizenship educationCitizenship education Intercultural educationIntercultural education Human rights educationHuman rights education Global/world affairs education Global/world affairs education Peace educationPeace education School ethos, procedures, governance, School ethos, procedures, governance,

relationships (internal/external)relationships (internal/external) But…There is a need for specialists in But…There is a need for specialists in

the study of religions…Religion must the study of religions…Religion must not be ‘integrated out’!not be ‘integrated out’!

CONCLUSIONSCONCLUSIONS

ConclusionsConclusions Policy makers/educators need to be aware Policy makers/educators need to be aware

of – and participate in – the key debatesof – and participate in – the key debates Policy makers/educators need Policy makers/educators need to allay fearsto allay fears

- to be sensitive to different national - to be sensitive to different national contexts and voices (including religious contexts and voices (including religious ones) within themones) within them

‘‘TaRB’ aims need to be consistent with a TaRB’ aims need to be consistent with a broad EDC (intercultural, human rights, broad EDC (intercultural, human rights, global, peace)global, peace)

Initiatives by European/international bodies Initiatives by European/international bodies are are complementary – complementary – excellent that excellent that different bodies increasingly are working different bodies increasingly are working together in this fieldtogether in this field

More dialogue with non-Western bodies More dialogue with non-Western bodies neededneeded

A supply of specialists in the study of A supply of specialists in the study of religions is needed internationallyreligions is needed internationally

More European/international research, More European/international research, development, teacher training needed – development, teacher training needed – Oslo Centre and other consortiaOslo Centre and other consortia