Religious Education in schools in France and Germany : exploring the challenges, advantages and possibilities across different models
Journée d’étudeArgumentaireThe 2015 terrorist attacks in Paris have evoked debates among French politicians regarding the role of, and space for religious education in public schools.Secularism (« laïcité ») is an essential principle of the French Republic. When applied to the school system, it has meant the absence of curriculum dedicated specifically to the study of religion in public schools.The study of religious matters takes place across a range of existing school subjects, primarily in history and geography.In contrast to this approach, the Basic Law of Germany guarantees religious education in public schools.Pupils must enroll in a course that explores their own religion or belief system.Do these divergent ¬models allow and en¬courage students to have an open mind toward the religious and cultural diversity present in France and Germany today ?At the intersection of these models, an inclusive concept deemed « Religious education for all » has been developed since the 1980s in the Federal State of Hamburg.Does this model contribute to a better understanding and knowledge of religions ?What kind of religious education is taught otherwise in French confessional schools ?***Organised by Sylvie Toscer-Angot (GSRL-UPEC).Télécharger le programme : Programme Religious Education in schools
Journée d’étude
Argumentaire
The 2015 terrorist attacks in Paris have evoked debates among French politicians regarding the role of, and space for religious education in public schools.
Secularism (« laïcité ») is an essential principle of the French Republic. When applied to the school system, it has meant the absence of curriculum dedicated specifically to the study of religion in public schools.
The study of religious matters takes place across a range of existing school subjects, primarily in history and geography.
In contrast to this approach, the Basic Law of Germany guarantees religious education in public schools.
Pupils must enroll in a course that explores their own religion or belief system.
Do these divergent ¬models allow and en¬courage students to have an open mind toward the religious and cultural diversity present in France and Germany today ?
At the intersection of these models, an inclusive concept deemed « Religious education for all » has been developed since the 1980s in the Federal State of Hamburg.
Does this model contribute to a better understanding and knowledge of religions ?
What kind of religious education is taught otherwise in French confessional schools ?
***
Organised by Sylvie Toscer-Angot (GSRL-UPEC).
Télécharger le programme : Programme Religious Education in schools
