Religion and Education

Vital from the perspective of parents Vital from the perspective of religious

communities Significant indicator of the nature of

religion-state relations Vital in the long-run for promoting stability

and peace Vital to development

Education as a Critical Religion-State Domain

Importance as a matter of general education

Growing influence of faith-based movements around the world◦ Islamic World◦ Significant growth of religious influence virtually

everywhere but Europe Global trend toward more politically

influential religious movements

Importance of Understanding Religion in Contemporary World

Importance of Understanding Religion in Contemporary World

The Global Religious Landscape - Pew Forum on Religion & Public Lifehttp://www.pewforum.org/global-religious-landscape-exec.aspx

More than 80% of the world’s population identifies with a religious group

Slightly over 16% are unaffiliated, but many of these still have some religious beliefs.

73% live in countries where they are in the majority

27% are part of religious minorities

Denominational minorities

The Challenge of Pluralism

Median Ages of World Religions

The challenge of the ever-new rising generation

The greatest problems associated with youth◦ Unemployment◦ Radicalization◦ Violence

The Greatest Challenge:

Toledo Guiding Principles OSCE Project

Background

Fears

Framing the Toledo Guiding Principles

Human Rights Framework

Knowledge about other religions reinforces respect for everyone’s right to FORB

It fosters:◦ democratic citizenship◦ understanding of diversity

It can enhance social cohesion Potential for conflict reduction An essential part of a quality education

Importance of Teaching about Religion

Preparing Curricula Preparing Teachers Respecting Rights in the Process of

Implementing Programs

Toledo Guiding Principles

Teaching must be fair, accurate, and based on sound scholarship.

The learning environment should be respectful of human rights and exemplify a spirit of protection of rights and fostering mutual respect

The role of families should be respected Stake-holder advisory bodies Appropriate opt-outs should be allowed

Guiding Principles

Curricula should be developed in professional and balanced way.

Open and fair procedures should be established to allow all interested parties to give meaningful comments and advice

Religious and non-religious views should be taken into account in inclusive, fair and respectful manner

Care should be taken to avoid prejudicial material and to avoid reinforcing stereotypes

Curriculum Formation Process

Religious background of teachers can vary Special challenges of teaching about

religion Two dimensions of competence

◦ Need for subject-matter competence◦ Training in how to interact with students (and to

guide student interaction) in sensitive ways Teachers need to be sensitive to local

manifestations of religions and to current local and global issues.

Teachers

General Principles Apply◦ UDHR◦ ICCPR, Art. 18

Special considerations: state – parent – child Article 18(4) ICCPR:

◦ “The States Parties to the present Covenant undertake to have respect for the liberty of parents and, when applicable, legal guardians to ensure the religious and moral education of their children in conformity with their own convictions.”

Human Rights Standards

The UN Human Rights Committee (General Comment 22) has concluded that:◦ FORB “permits public school instruction in

subjects such as the general history of religions and ethics if it is given in a neutral and objective way.”

◦ It is permissible for public schools to be involved in religious instruction. (Flexibility for different constitutional traditions)

◦ Provision must be made for non-discriminatory exemptions or alternatives accommodating wishes of parents or guardians.

Neutrality and Objectivity

The state is obligated to respect the liberty of parents and guardians to guide the religious and moral upbringing of their children.

This does not require state to provide a system of education that accords with parental beliefs.

But parents do have a right to object to content of education that interferes with teaching of their beliefs.

This generates withdrawal or opt-out rights

Rights of Parents

Children have the right to freedom of thought, conscience and religion.

CRC, Article 14(2):◦ “State parties shall respect the rights and duties

of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child.

Rights of the Child

Teachers have the right to freedom of thought, conscience and religion.

By virtue of having chosen to work in an educational environment, some restrictions designed to ensure the appropriate educational environment of the school are appropriate.

School administrators should avoid requiring teachers to provide religious instruction against their will

Rights of the Teacher

Fear: Teaching about religion implicitly teaches relativism.

Results of empirical study: taking world religions course ◦ increased student support for the rights of others◦ contributed to greater understanding of core

moral values shared across traditions.◦ did not result in changing student convictions

Modesto Experience

Where confessional religious instruction is provided, students must be given opt outs

Neutral teaching about religion is permissible, students may be required to take the course.

However, assuring neutrality is difficult. Cases have tended to find insufficient

neutrality, and to require opt outs.

Granting reasonable adaptations

School administrators think program is neutral, but parents see it as biased.

Parents may identify problems that officials had not foreseen.◦ Curriculum might have a proselytizing dimension

that members of the majority didn’t notice◦ A teacher may not be sufficiently sensitive.◦ Opt out can be a safety valve, when dialogue

doesn’t work Parents object to exposing children to

alternative visions of reality.

Opt-out situations

Teaching about religion is crucial to help promote understanding and respect for rights of others in the rising generation

Vital for reducing mistrust Reducing fears of threatened

◦ Minorities◦ Majorities

We all need to become good teachers of respect for the rights of others as a crucial foundation for sustainable development

Conclusion

Humanists objected to Christian culture course in Norway

Alevis objected to religious culture course in Turkey

Problematic opt out provisions◦ Opt outs should not resemble punishment

Held—courses were not sufficiently neutral

Folgero v. Norway, Zengin v. Turkey

Sikh pupil sought accommodation to wear kirpan (a ritual dagger)

Suggested accommodation: wearing the kirpan sewn inside his clothing.

School officials rejected this. Supreme Court: rejection of compromise did

not result in “minimal impair[ment] of the right or freedom that has been infringed”

Court emphasized that accommodation reinforces value of multiculturalism

Multani (Canada)

School prayer, scripture reading Religious Instruction Allowing use of school facilities for religious

groups Release time programs Funding of religious education Religious clothing in schools

◦ Headscarf cases◦ Clothing in physical education classes

General Issues: Public Schools

Private education (including religiously affiliated education) is common in most countries.

Such education can be confessional, pervasively religious

Accreditation issues Partial funding of non-religious aspects of

curriculum is common Tax credits, tax exemptions

General Issues: Private Education