1. Living Together with the Other: Education & Religion in a European Context 5 - 8 October 2005 Berlin Religion and Schooling in “The New Europe” Terrice Bassler Koga Open Society Institute terrice@koga.ro

2. Bo ž ena Jeluši ć Teacher, Montenegro “Hard Waking Up”

4. Stages of Cultural Competence Cultural Destructiveness Cultural Incapacity Cultural Blindness Cultural Sensitivity Cultural Competence Cultural Proficiency Bidirectional process; regression is always a possibility Tolerance of the Other Not seeing the Other Hating the Other Blaming the Other Understanding the Other Embracing and working with the Other Source: A tool from cross-cultural mental health work with refugees

5. 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 society education from actual and hidden curricula, dominant school cultures

6. “The topic is too controversial. We should not raise it. Let the sleeping lion lie…” Voices in debate… “Religion and the Church have no place in State schools.” “Learning about the main religious tradition in our country is essential for cultural understanding and national identity.” “Religious education must be part of schooling if our society is to address the moral crisis of today’s youth.”

7. Patterns Of 21 countries Non-confessional 2 Confessional 13 Neither *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

8. CountryApproaches 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 OCReligious CommunitiesDifferent regulations in the cantons of the Federation and the Republic Serbia A new subject »Culture of religion« is planned Bulgaria Confessional: OrthodoxOIntroduced in 1998 in primary school, 1999 in secondary school Croatia Confessional: Catholic, Islamic OCReligious Communities76% 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 attend ing such classes. S yllabi are the responsibility of the National Experts Commission, functioning in the framework of the National Curriculum Council. The syllabi are counselle d representatives the religious confessions. RE since 1998 Serbia Confessional REOCOCCivic educationReligious CommunitiesMostly Orthodox RE Moldova Nonconfessional RE as a particular school subject in primary education. Optional school subject in secondary education. OHistory of ReligionsMinistry of EducationMostly Orthodox RE [i] Serbia, Montenegro and Kosovo are presented separately, as their education systems are differentiated and their future status as sovereign is yet to be determined. NON-EU MEMBER COUNTRIES AND TERRITORIES IN SOUTH EAST EUROPE

9. 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?

10. 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