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Religion and Schooling in “The New Europe”. Living Together with the Other: Education & Religion in a European Context 5 - 8 October 2005 Berlin. Terrice Bassler Koga Open Society Institute [email protected]. Božena Jelušić Teacher, Montenegro “Hard Waking Up”. - PowerPoint PPT Presentation
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Living Together with the Other:Education & Religion in a European Context5 - 8 October 2005Berlin
Religion and Schooling in “The New Europe”
Terrice Bassler KogaOpen Society [email protected]
Božena JelušićTeacher, Montenegro“Hard Waking Up”
Stages of Cultural Competence
Cultural Destructiveness
Cultural Incapacit
y
Cultural Blindness
Cultural Sensitivity
Cultural Competenc
e
Cultural Proficiency
Bidirectional process; regression is always a possibility
Toleranceof the Other
Not seeing the Other
Hating the Other
Blaming the Other
Understandingthe Other
Embracing and working with the Other
Source: A tool from cross-cultural mental health work with refugees
Religious education emerging, re-emerging topic
• Religious institutions and religious education previously kept out of schools as competing ideology to the regime
• New pressures on MOEs and politicians
• Obstacles and threats to open societyeducation from actual and hidden curricula, dominant school cultures
“The topic is too controversial. We should not raise it.Let the sleeping lion lie…”
VoicesVoices in debate… in debate…
““Religion and the Church have no place in State schools.”Religion and the Church have no place in State schools.”
““Learning about the main religious tradition in our Learning about the main religious tradition in our country is essential for cultural understanding and country is essential for cultural understanding and national identity.”national identity.”
““Religious education must be part of schooling if our Religious education must be part of schooling if our society is to address the moral crisis of today’s society is to address the moral crisis of today’s youth.”youth.”
Patterns
• Of 21 countries
Non-confessional 2
Confessional 13Neither *6• Dominance of majority Christian traditions (Orthodox,
Catholic, Protestant)
• Dichotomy between confessional religious education and “secular” ethics, civic education
• Vast territory of unresearched policy and practice, attitudes
• Distance from practice in Western Europe, different dimensions to policy debate, little or no European Commission support to general education
Country Approaches to Religious Education
Optional Subject (O)/ Compulsory Subject (C)/ Opt.-Comp.s. (OC)
Substitutive (S) or Alternative Subject (A)
Responsibility for Syllabi
Remarks
Albania No Confessional or Nonconfessional RE as a particular school subject
Confessional RE in a few denominational private schools
Bosnia and Herzegovina
Confessional: Islamic, Catholic, Orthodox, Jewish, Adventist
OC Religious Communities Different regulations in the cantons of the Federation and the Republic SerbiaA new subject »Culture of religion« is planned
Bulgaria Confessional: Orthodox O Introduced in 1998 in primary school, 1999 in secondary school
Croatia Confessional: Catholic, Islamic
OC Religious Communities 76% Catholic
Kosova No Confessional or nonconfessional RE as a particular school subject
Macedonia No Confessional or Nonconfessional RE as a particular school subject
Mainly Orthodox and Islamic population
Montenegro No Confessional or Nonconfessional RE as a particular school subject
Romania Confessional: Romanian Orthodox, Protestant, Roman Catholic
Religion is compulsory subject, included in the core-curriculum. But, upon the express wish of the parents, which must be in a written form, the pupil may be exempted from attending such classes.
Syllabi are the responsibility of the National Experts Commission, functioning in the framework of the National Curriculum Council. The syllabi are counselled representatives the religious confessions.
RE since 1998
Serbia Confessional RE OC Civic education Religious Communities Mostly Orthodox RE
Moldova Nonconfessional RE as a particular school subject in primary education. Optional school subject in secondary education.
O History of Religions Ministry of Education Mostly Orthodox RE
NON-EU MEMBER COUNTRIES AND TERRITORIES IN SOUTH EAST EUROPE
Key Questions & References for Policymakers:
1. What do we mean by religion and schooling?
2. What is the relationship between individual rights, religion and schooling in an open, democratic, pluralistic society?
3. Is there an “international convention” or “European standard” on religion and schooling in an open society?
4. Should teaching about religions be delivered in schools? If so, why, what and how? (Reference to CoE recommendation)
5. What is the appropriate role of the State (and its relation to religious institutions) with respect to religion and schooling in an open society?
Needs and Possible Responses
More open dialogue and local debate, informed media coverage within countries
Learner centered, whole
school, whole system,
whole curriculum
perspective
Developing
methodology,
practical adaptable
resources, modules
Local training teacher
training capacity, plus
ongoing classroom
support
Local reviews and research on curricula, textbooks, teaching and learning
Comparative references, exchange to inform policy dialogue
Ongoing cross-border networks for professional development