RESOURCES Books and Journals Books

Title: Toledo guiding principles on teaching about religions and beliefs in public schools
Author: OSCE – ODIHR
Isbn: 8360190488
Pages: 134
Publisher: OSCE – ODIHR
Publication Place: n\a
Published/Year: 2007
Category: n\a
Description
The Toledo Guiding Principles have been prepared in order to 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’s right to freedom of religion and belief, and second, that teaching about religions and beliefs can reduce harmful misunderstandings and stereotypes. The primary purpose of the Toledo Guiding Principles is to assist OSCE participating States whenever they choose to promote the study and knowledge about religions and beliefs in schools, particularly as a tool to enhance religious freedom. The Principles focus solely on the educational approach that seeks to provide teaching about different religions and beliefs as distinguished from instruction in a specific religion or belief. They also aim to offer criteria that should be considered when and wherever teaching about religions and beliefs takes place.
Table of contents
THE TOLEDO GUIDING PRINCIPLES Rationale The Aim and Scope of the Toledo Guiding Principles International Efforts to Foster Teaching about Religions and Beliefs The Particular Contribution of the ODIHR and its Advisory Council
THE HUMAN RIGHTS FRAMEWORK AND TEACHING ABOUT RELIGIONS AND BELIEFS The Human Rights Framework Legal Issues to Consider when Teaching about Religions and Beliefs
PREPARING CURRICULA Defining the Educational Content Guiding Principles for Preparing Curricula Types of Curriculum Pedagogical Approaches Learning Outcomes for Teaching about Religions and Beliefs Structure and Elaboration of Curricula
TEACHER EDUCATION Background and International Context Framework for Teacher Preparation Pre-Service and In-Service Teacher Education Who Should Teach about Religions and Beliefs Staff and School Management Education Assessment and Evaluation of Teacher Preparation The Added Value of Co-operation and Exchange
RESPECTING RIGHTS IN THE PROCESS OF IMPLEMENTING PROGRAMMES FOR TEACHING ABOUT RELIGIONS AND BELIEFS Formulating Inclusive Implementation Policies Granting Reasonable Adaptations for Conscientious Claims State Neutrality and Opt-Out Rights Addressing Actual and Potential Problems Linked to Religions or Beliefs Implicit Teaching About Religions and Beliefs
CONCLUSIONS, RECOMMENDATIONS, AND KEY GUIDING PRINCIPLES
APPENDIX I - IV BIBLIOGRAPHY


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