The Lautsi Papers Multidisciplinary Reflections On Religious Symbols In The Public School Classroom

Increasingly, debates about religious symbols in the public space are reformulated as human rights questions and put before national and international judges. Particularly in the area of education, legitimate interests are manifold and often collide. Children’s educational and religious rights, parental liberties vis-à-vis their children, religious traditions, state obligations in the area of public school education, the state neutrality principle, and the professional rights and duties of teachers are all principles that may warrant priority attention. Each from their own discipline and perspective––ranging from legal (human rights) scholars, (legal) philosophers, political scientists, comparative law scholars, and country-specific legal experts––these experts contribute to the question of whether in the present-day pluralist state there is room for state symbolism (e.g. crucifixes in classroom) or personal religious signs (e.g. cross necklaces or kirpans) or attire (e.g. kippahs or headscarves) in the public school classroom.

Negotiating religious diversity, as well as negotiating different forms and degrees of commitment to religious belief and identity, constitutes a major challenge for all societies. Recent developments such as the ‘de-secularisation’ of the world, the transformation and globalisation of religion and the attacks of September 11 have made religious claims and religious actors much more visible in the public sphere. This volume provides multiple perspectives on the processes through which religious communities create or defend their place in a given society, both in history and in our world today. Offering a critical, cross-disciplinary investigation into processes of negotiating religion and religious diversity, the contributors present new insights on the meaning and substance of negotiation itself. This volume draws on diverse historical, sociological, geographic, legal and political theoretical approaches to take a close look at the religious and political agents involved in such processes as well as the political, social and cultural context in which they take place. Its focus on the European experiences that have shaped not only the history of ‘negotiating religion’ in this region but also around the world, provides new perspectives for critical inquiries into the way in which contemporary societies engage with religion. This study will be of interest to academics, lawyers and scholars in law and religion, sociology, politics and religious history.

For three years in a row, an international group of philosophers of education came together to reflect and promote a conception of philosophy as a lived experience. This book is a result of their discussions and makes an original contribution to the field. The book presents conceptual and critical works relevant to the current theoretical developments and debates within the fields of philosophy and education. The articles contribute both to philosophical clarifications and the advancement of research with solid arguments for theoretical and practical redirections. To deploy their arguments, the contributors draw on classical thinkers - such as Plato, Kant, and Dewey - and on contemporary prominent theorists - such as Derrida, Badiou, and Deleuze - with fresh and critical perspectives. (Series: Studies on Education - Vol. 3)

The judgments of the European Court of Human Rights in the case of Lautsi vs. Italy (3 November 2009 and 18 March 2011) served as a catalyst for the debate on the presence of the cross in the public space in a number of European states. What are the effects of this debate? What is the meaning attributed to so-called negative religious freedom viewed in relation to the right to manifest religion and protect tradition and culture? Answers to these and related questions are provided in this volume by experienced contributors, who adopt diversified research perspectives and viewpoints. The analyses presented here concern not only the established democracies of Western Europe, but also post-communist states. Owing to the multifaceted approach thus offered, the book will prove to be helpful in distinguishing the implications of respect for the freedom of thought, conscience and religion from the consequences of diversified constitutional norms adopted in individual states, and also from subjective expectations.

The field of law and religion studies has undergone a profound transformation over the last thirty years, looking beyond traditional relationships between State and religious communities to include rights of religious liberty and the role of religion in the public space. This handbook features new, specially commissioned papers by a range of eminent scholars that offer a comprehensive overview of the field of law and religion. The book takes on an interdisciplinary approach, drawing from anthropology, sociology, theology and political science in order to explore how laws and court decisions concerning religion contribute to the shape of the public space. Key themes within the book include: Religions symbols in the public space; Religion and security; Freedom of religion and cultural rights; Defamation and hate speech; Gender, religion and law; This advanced level reference work is essential reading for students, researchers and scholars of law and religion, as well as policy makers in the field.

People form attachments to their home, their neighbourhood and environment, to the region and nation to which they belong. They express feelings about space and place, especially so in 'globalized times'. In religious studies, in theology, and in education, there is a growing interest in spatial theories either as constructed within national borders, or within international and transnational spaces. The 'spatial turn' has become an acknowledged term in interdisciplinary discourses. Although every practice of religious education is situated and contextually dependent, religious education (RE) research until now has not systematically paid attention to this fundamental insight. This volume is devoted specifically to clarifying the close relationship between RE practice and spatial and situational conditions. After clarifying the main concepts in Part 1, Part 2 includes chapters related to classroom studies, while Part 3 focuses on studies about teachers of religious education. Part 4 contains studies beyond the classroom, such as school chapels, churches, and 'inner space'. All contributions to this volume were developed in the context of the European Network for Religious Education through Contextual Approaches (ENRECA) which has focused recently on the central issue of space and place.

This edited collection gathers together the principal findings of the three-year RELIGARE project, which dealt with the question of religious and philosophical diversity in European law. Specifically, it covers four spheres of public policy and legislation where the pressure to accommodate religious diversity has been most strongly felt in Europe: employment, family life, use of public space and state support mechanisms. Embracing a forward-looking approach, the final RELIGARE report provides recommendations to governance units at the local, national and European levels regarding issues of religious pluralism and secularism. This volume adds context and critique to those recommendations and more generally opens an intellectual discussion on the topic of religion in the European Union. The book consists of two main parts: the first includes the principal findings of the RELIGARE research project, while the second is a compilation of 28 short contributions from influential scholars, legal practitioners, policy makers and activists who respond to the report and offer their views on the sensitive issue of religious diversity and the law in Europe.

In Consensus-Based Interpretation of Regional Human Rights Treaties Francisco Pascual-Vives examines the central role played by the notion of consensus while the European and Inter-American Courts on Human Rights undertake an evolutive interpretation of regional human rights treaties.