We need only look at the conflicts currently raging around the world to understand why teaching about religions and beliefs in public schools is such a critical issue. The need for such education will continue to grow as people from different cultures interact with one another.
Much of what divides the United States—and other countries, as well—is often presented as religious conflict. We often talk at one another, or aboutone another, orassume we know what someone believes, without talking with one another.
The first step toward talking with one another is to learn about the great diversity of religions and beliefs in our society. Respect for human rights and fundamental freedoms, democracy, and the rule of law is at the core of the Organization for Security and Cooperation in Europe's (OSCE) comprehensive concept of security. OSCE is the world's largest regional security organization, and its 56 participating states span the geographic area from Vancouver to Vladivostok.
In its 2006 report Decision No. 13/06: Combating Intolerance and Non-Discrimination and Promoting Mutual Respect and Understanding, the OSCE calls upon participating states to "address the root causes of intolerance and discrimination by encouraging the development of comprehensive domestic education policies and strategies" and awareness-raising measures that "promote a greater understanding of and respect for different cultures, ethnicities, religions, or beliefs" and that aim "to prevent intolerance and discrimination, including against Christians, Jews, Muslims and members of other religions."
To address these goals the OSCE convened experts in education, the law, and religious freedom to develop a guide for teaching about religious diversity, the Toledo Guiding Principles on Teaching About Religions and Beliefs in Public Schools.
The guide states that these principles "contribute to an improved understanding of the world's increasing religious diversity and the growing presence of religion in the public sphere. Their rationale is based on two core principles: first, that there is positive value in teaching that emphasizes respect for everyone'sright to freedom of religion and beliefs, and second, that teachingabout religions and beliefs can reduce harmful misunderstandings and stereotypes."
Additionally, the OSCE explains in the report that "the principles focus solely on the educational approach that seeks to provide teaching about religions and beliefs, as distinguished from instruction in a specific religion or belief."
While the United States and Canada are members of OSCE, the organization has limited venues for promoting the Toledo principles in North America. In response, ASCD, in collaboration with OSCE and the Freedom Forum First Amendment Center, sponsored Toledo Guiding Principles on Teaching About Religions and Beliefs in Public Schools: Leadership Symposium at the Newseum in Washington, D.C., on May 23, 2008. The symposium was organized to build awareness of the Toledo principles, to identify implications for preparation of teachers and administrators, and to initiate dialogue about changing practices in public schools.
With close to 50 attendees, the event provided opportunities for engaging discussions. Panelists—who included teachers, legal experts, researchers, and members of the OSCE—addressed challenges educators may face, such as a lack of training, class time, and appropriate materials, as well as strategies for overcoming obstacles to teaching about religions and beliefs.
The Toledo principles offer practical approaches for public schools to engage students in learning about religions and beliefs, including subject-specific, integrated, and cross-curricular approaches, as well as pedagogical approaches that are teacher- and student-centered. The principles also explain the importance of assessment and evaluation and discuss issues such as formulating inclusive implementation policies, granting reasonable adaptations for conscientious claims, ensuring state neutrality and opt-out rights, and addressing actual and potential problems linked to religions and beliefs.
Throughout our wonderfully diverse world, these are important aspects of education. Supporting discussion and the use of these principles is consistent with ASCD's long-standing support for teaching about religion in public schools.
If the United States as a nation and a global society wants to get the future right, citizens must look both inward and outward and determine what the future should look like. We must join forces to ensure our children are prepared to live and interact in a pluralistic society and to respect one another's beliefs. As daunting and as challenging as it may seem, there is certainly hope for this kind of future. We are sitting on a moment in time when this can be done.
