The European REDCo Project The European REDCo Project as a research base for as a research base for

Council of Europe developments Council of Europe developments in teaching about religious in teaching about religious

diversity in Europediversity in Europe

Wolfram WeisseWolfram Weisse Athens 9 October 2007Athens 9 October 2007

RReligion in eligion in EEducation. A Contribution to ducation. A Contribution to DDialogue or ialogue or a factor of a factor of CoConflict in transforming societies of nflict in transforming societies of

European countriesEuropean countries

StartStart: March 2006: March 2006 Duration:Duration: 36 months 36 months EU-funds:EU-funds: 1.188.000,00 Euro 1.188.000,00 Euro

REDCoREDCo

to establish and compare the potentials and to establish and compare the potentials and limitations of religion in the educational systems of selected European limitations of religion in the educational systems of selected European countries.countries.

to analyse approaches and constellations that can contribute in making to analyse approaches and constellations that can contribute in making religion in education into a factor for promoting dialogue in the context of religion in education into a factor for promoting dialogue in the context of

European social coherence. European social coherence.

to lay the foundation for our understanding of the contribution that to lay the foundation for our understanding of the contribution that religion in education can make towards the transformation processes religion in education can make towards the transformation processes underway in various European countries.underway in various European countries.

to gain the necessary historical depth of perception and analytical clarity to gain the necessary historical depth of perception and analytical clarity in order to address the current problems of, and perspectives on, in order to address the current problems of, and perspectives on, the core questions of dialogue and conflict between European identities. the core questions of dialogue and conflict between European identities.

ObjectivesObjectives

Germany and Norway: Germany and Norway: Established churches and move Established churches and move towards religious pluralism.towards religious pluralism.

The Netherlands and England/Wales: The Netherlands and England/Wales: Established Established churches and a long (though not unchallenged) tradition of churches and a long (though not unchallenged) tradition of religious pluralism. religious pluralism.

France and Spain: France and Spain: Predominant catholic countries with an Predominant catholic countries with an increasing religious and interreligious opening and a public increasing religious and interreligious opening and a public discourse on new approaches of Religion in Education, on discourse on new approaches of Religion in Education, on Catholic RE and on an Islamic RE. Catholic RE and on an Islamic RE.

Russia and Estonia: Russia and Estonia: Strong religious traditions, which have Strong religious traditions, which have long been marginalised by Communism. In recent years, long been marginalised by Communism. In recent years, both societies have become increasingly open towards both societies have become increasingly open towards religious influences.religious influences.

ParticipatingParticipating countriescountries

Prof. Wolfram Weisse, University of Hamburg (D), (Coordinator)Prof. Wolfram Weisse, University of Hamburg (D), (Coordinator) PD Dr. Thorsten Knauth PD Dr. Thorsten Knauth

Prof. Robert Jackson, University of Warwick (GB)Prof. Robert Jackson, University of Warwick (GB) Prof. Jean-Paul Willaime, Sorbonne University, Paris (F)Prof. Jean-Paul Willaime, Sorbonne University, Paris (F) Prof. Siebren Miedema, Dr. Ina ter Avest, Free University Amsterdam,Prof. Siebren Miedema, Dr. Ina ter Avest, Free University Amsterdam,

and Prof. Cok Bakker, University of Utrecht (NL)and Prof. Cok Bakker, University of Utrecht (NL) Prof. Geir Skeie, University of Stavanger (NOR)Prof. Geir Skeie, University of Stavanger (NOR) Prof. Pille Valk, University of Tartu (Estonia)Prof. Pille Valk, University of Tartu (Estonia) Prof. Muhammad Kalisch, Dan-Paul Jozsa, University of Münster (D)Prof. Muhammad Kalisch, Dan-Paul Jozsa, University of Münster (D) Prof. Udo Steinbach, Hamburg (D)Prof. Udo Steinbach, Hamburg (D) Prof. Vladimir Fedorov, Prof. Fedor Kosyrev Russian Christian Academy Prof. Vladimir Fedorov, Prof. Fedor Kosyrev Russian Christian Academy

for Humanities, St. Petersburg (Russia)for Humanities, St. Petersburg (Russia) Prof. Gunther Dietz, Dr.A. Alvarez Veinguer, University of Granada (Spain)Prof. Gunther Dietz, Dr.A. Alvarez Veinguer, University of Granada (Spain)

Members of REDCo-ConsortiumMembers of REDCo-Consortium

Interpretive approachInterpretive approach

RepresentationRepresentation:: Religions should be presented not as Religions should be presented not as homogeneous and bounded systems.homogeneous and bounded systems.

Interpretation:Interpretation: Students should not be expected to set Students should not be expected to set aside their own presuppositions.aside their own presuppositions.

Reflexivity:Reflexivity: Students should re-assess their own ways of Students should re-assess their own ways of life; they should be constructively critical of the material life; they should be constructively critical of the material they study; and they should maintain an awareness of the they study; and they should maintain an awareness of the development of the interpretive process, reflecting on the development of the interpretive process, reflecting on the nature of their learning.nature of their learning.

Theoretical Background ITheoretical Background I

Religious EducationReligious Education We concentrate on the contribution of RE both to personal We concentrate on the contribution of RE both to personal

development and to social responsibility and social cohesion.development and to social responsibility and social cohesion. Citizenship-EducationCitizenship-Education RE has the potential to incorporate European and global ideas of RE has the potential to incorporate European and global ideas of

citizenship, helping children debate issues relevant to a plural citizenship, helping children debate issues relevant to a plural society.society.

Religion and IdentificationReligion and Identification Neighbour-religion, Neighbour-religion, Non-foundationalist view, Non-foundationalist view, Identity-formation.Identity-formation.

Theoretical Background IITheoretical Background II

For text analysis, we refer to mainly hermeneutical methods. For text analysis, we refer to mainly hermeneutical methods.

For empirical methods, we all use the following:For empirical methods, we all use the following: Participant observation,Participant observation, Semi-structured interviews,Semi-structured interviews, Questionnaires (qualitative and quantitative)Questionnaires (qualitative and quantitative) Videotaping of RE-lessons for interaction analysis.Videotaping of RE-lessons for interaction analysis.

Empirical studies, targeting students in the 14-16 year age group, will Empirical studies, targeting students in the 14-16 year age group, will look into individual perceptions of dialogue or conflict within the look into individual perceptions of dialogue or conflict within the different national contexts. different national contexts. These will include a dual perspective These will include a dual perspective - of the subjects' own perspectives and - of the subjects' own perspectives and - analyses of observed teaching in both dialogue and in - analyses of observed teaching in both dialogue and in

conflict situations. conflict situations. Our subject selection will also allow for gender-specific results.Our subject selection will also allow for gender-specific results.

MethodsMethods

No religious adherence: School is main No religious adherence: School is main forum for religious themes.forum for religious themes.

Belonging to a religion: School is main Belonging to a religion: School is main possibility for interreligious contacts.possibility for interreligious contacts.

Many pupils have prejudices, but are Many pupils have prejudices, but are also keen to enter into dialogue.also keen to enter into dialogue.

Many pupils want interreligious Many pupils want interreligious understanding on both levels: the understanding on both levels: the personal and the societal one.personal and the societal one.

Preliminary ResultsPreliminary Results

The findings of this programme will contribute The findings of this programme will contribute

to the development of a European strategy in the field of religion to the development of a European strategy in the field of religion and value systems that can serve as an orientation for personal and value systems that can serve as an orientation for personal development, but remain open to the emergence of a collective development, but remain open to the emergence of a collective ‘European identity’ (which must, however, be understood as plural ‘European identity’ (which must, however, be understood as plural and dialogic rather than as monolithic).and dialogic rather than as monolithic).

to a better understanding of how questions of religion and to a better understanding of how questions of religion and

religiosity for children, young people and students can be religiosity for children, young people and students can be anchored in the educational process.anchored in the educational process.

to promote an understanding of the values held in common and to promote an understanding of the values held in common and develop mutual respect, both in different European countries and develop mutual respect, both in different European countries and in Europe.in Europe.

Expected ResultsExpected Results

respecting other positions (even in disagreement) respecting other positions (even in disagreement) rather than prioritising one’s own opinion,rather than prioritising one’s own opinion,

not regarding religion and culture as monolithic but not regarding religion and culture as monolithic but rather as determined by a multiplicity of human rather as determined by a multiplicity of human beings in daily practice and changeable,beings in daily practice and changeable,

establishing bars against the ideological abuse of establishing bars against the ideological abuse of religion and its instrumentalisation for political religion and its instrumentalisation for political conflictconflict

PerspectivesPerspectives

Introducing religion into public school curricula in Introducing religion into public school curricula in Europe not only offers potential for better Europe not only offers potential for better interpersonal relations, it can also contribute to the interpersonal relations, it can also contribute to the overall pace of innovation and growth of society. overall pace of innovation and growth of society.

Stronger cooperation between the Council of Stronger cooperation between the Council of Europe and REDCo: Europe and REDCo:

- The Council of Europe supports REDCo, e.g. in - The Council of Europe supports REDCo, e.g. in its dissemination programmes, its dissemination programmes,

- REDCo participants are able and willing to offer - REDCo participants are able and willing to offer an expanding and improving research base which an expanding and improving research base which the Council could make use of.the Council could make use of.

Peaceful coexistence and Peaceful coexistence and CooperationCooperation