TEACHING ABOUT RELIGIONS
IN EUROPEAN SCHOOL SYSTEMS
Situation and Challenges
Luce Pépin
Sarajevo, 18-19 May 2010
_____________________
“Cultural diversity is something to be enjoyed. It is not a problem. The problem is ignorance.
It is ignorance that provides the fuel for fear, prejudice and hate”
Terry Davis, Council of Europe Secretary General
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NEF Initiative on « Religion and Democracy in Europe »
includes four reports published in 2009/10:
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Teaching about religions in European school systems
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Religion and healthcare in the EU
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Conflicts over Mosques in Europe
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Religion and prejudices in Europe
to support public debate with policy-makers, practioners and civil
society actors on key issues related to religion and democracy
NEF study
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is concerned with teaching about religions in publicly financed
schools (compulsory education level)
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provides a mapping on approaches in place in EU education
systems to teaching about religions and religious diversity.
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identifies trends, key issues of common concern and
solutions/approaches to improve the situation in the
future.
Why teaching about religions has become a necessity

Growing ignorance of young people where religions are concerned.
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Reasons: disappearance of references to a religious culture at home and weak
teaching about religions and religious diversity at school.
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This growing ignorance affects young people’s capacity to access their own culture and
to be open to other cultures. They are cut off from their own roots, from
understanding their own heritage.
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It affects their capacity to integrate and enjoy the multicultural environment they
live in.
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Ignorance lays the foundation for intolerance and prejudice and leads to growing
violence in schools and in society in general.
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It leads to confusion between religions and extremism/fundamentalism

Democracy and social cohesion are jeopardized
Should be a concern for education systems
because…
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Schools have become a multicultural melting pot
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Schools are a unique laboratory for « learning to
live together », for providing long-term and lasting
solutions with a real impact on societies’ cohesion.
European Positions are clear on the way to go: teaching about
religions within intercultural education

Council of Europe positions and pedagogical material on education and
religion
- 2005 Parliamentary Assembly Rec (1720);
- Dec 2008 Council of Ministers Recommendation on the dimension of religious and nonreligious convictions within intercultural education;
- reference book for schools « Religious diversity and intercultural education »)

Toledo Guiding Principles on teaching about religions and beliefs in public
schools (OSCE/ODIHR)
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2006 EU Framework of Key Competences (Council and European Parliament
Recommendation) and recommendations from an EU supported research network on religion and
education (REDCo)
Diversity and trends in national policies/approaches
Four types of teaching about religions can be identified

Confessional education (non compulsory or optional)
(e.g.: Spain, Italy, Poland, Portugal, Netherlands)
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Compulsory confessional education with possibilities of exemptions
(e.g.: Romania, Germany, Austria, Ireland, Greece)

Non confessional education (e.g.: England, Sweden, Denmark, Slovenia)

Education about the « religious fact », as a transdisciplinary subject (France).
But this categorisation has its limits. Countries might have a bit of each approach (ie NL)
Degree of separation between state and church is an important factor to understand national
situations.
In all countries (except FR), whatever the approach is, RE is a separate subject.
A topical issue

Wearing of religious symbols (FR, NL) or their presence in schools
(RO, SP, IT) are recurrent controversial issues..

Following a vote, the Land of Berlin has decided to maintain RE
optional
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Position of RE in public education, a sensitive issue (SP)

Taking into account minority religions, esp. Islam, is a growing
concern (SP, DE, UK, NL)
Difficulties with existing approaches

With the confessional approach, pupils who do not adhere to any
religions, are excluded from almost any learning about religions and
religious issues.

The confessional approach cannot be expanded ad infinitum to cover the
diversity of religions now represented in European societies - unmanagable
for schools and contrary to their objective of educating pupils to
intercultural and interreligious/ interconvictional understanding and
dialogue.

Developments in confessional RE are rarely connected with other
related/relevant subjects like civic or intercultural education

Confessional RE cannot be the answer to the objective of educating young
people about the diversity of religions and other convictions

Also some worrying trends: growing number of grant-aided faith schools;
increased selection/segregation; teaching of creationism.
Towards a European Reference Framework
Conditions for an effective intercultural teaching
about religions and non religious beliefs in state schools
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Teaching about religions and other convictions should be neutral and unbiased, nonconfessional, based on an objective and well-documented presentation of the facts.
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Pluralist teaching, inclusive of the diversity of religions and other convictions
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It should draw on the best research work in the science of religions
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Should be integrated into the objectives of intercultural, citizenship and HR education.
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Should be provided to all pupils.
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should enjoy sufficient time in the curriculum.
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Solid initial and in-service training on content and teaching methods.
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Adequate teaching materials (pluri-confessional content and on other convictions).
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A clear ethical approach (“déontologie”) so as to permit teachers to carry out their
teaching in an objective, well-documented and non-partisan way.
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Access best sources (Wergeland Centre; Religious sciences; Toledo Guiding Principles)
Study available in EN and FR
on the NEF website:
www.nefic.org