"Increasing students' understanding of world religions and beliefs will help students build critical thinking skills and increase their global awareness--two essential skills necessary for the 21st century economy." Such was the conclusion of educators, policymakers, religious leaders, legal experts and civil rights experts at a summit hosted by hosted by the Association for Supervision and Curriculum Development (ASCD) and the Freedom Forum's First Amendment Center Alexandria.

"Educators hold the key to shaping the next generation of leaders. By teaching about world religions using primary source materials as historical evidence, we can challenge students to engage in higher-level thinking in the core subjects. Learning about this complex topic encourages them to think critically and globally about how religion impacts many aspects of our lives," said Susan L. Douglass, education consultant, Prince Alwaleed Center for Muslim-Christian Understanding, Georgetown University. "As educators, we have an opportunity to reach beyond a static teaching style and make learning about religion relevant so that students will make a greater commitment to understanding more deeply." 

Panelists tackled longstanding challenges, such as lack of training, time, and materials, that educators face when teaching about religion in schools. Much of the discussion focused on how educators might use "Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools." This guide is the first set of international principles specifically focused on teaching about religions and beliefs in a human rights framework issued by the Organization for Security and Co-Operation in Europe's Office for Democratic Institutions and Human Rights. Created with input and participation of the United States, the principles promote the study of and knowledge about religions and beliefs in schools, so that educators may effectively integrate such content into lessons.

The group overwhelmingly agreed on the barriers to change: insufficient time to build lessons that incorporate religion into other content areas, lack of proper training on how to present information about world religions and beliefs in a way that engages students in respectful discussions, and a dearth of appropriate materials that support student learning. Panelists underscored the importance of having a strong understanding of the various world religions and beliefs in today's ever-changing, global economy, and agreed that knowledge of cultures and insight into cultural diversity is essential to survival in the 21st century, interconnected world economy.

"The conflicts both within and between communities throughout the world are indicative of the misperceptions and stereotypes held by people of different people who adhere to different religions or belief systems. Educating today's youth about the existing diversity of religions and beliefs will help build respect for others and promote greater responsibility to the local and global community," said Barry van Driel, one of the authors of the Toledo principles.

Participants advocated more involvement by scholars of religion and representatives of these belief systems so that teachers are better supported when teaching complex religious issues. They also identified a need for better coordination and integration of content on religion in other core subjects, such as economics, arts, and humanities. And they recommended training provided for new teachers by the colleges of education.

Source: ASCD Press Release, Dynamic Nature of Religion and World Cultures Lost in Translation at Public Schools

Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools

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