Titlebook: Religion, Education and Human Rights; Theoretical and Empi Anders Sj?borg,Hans-Georg Ziebertz Book 2017 Springer International Publishing A

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Examining Religious Education in Finland from a Human Rights Perspective,spective when pondering the aims, content, and practical organisation of RE. Additionally, the issue of human rights is vital in considerations related to the place of religion in the public sphere, such as the various contexts of institutional education: kindergartens, preschools and schools. Moreo

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Silent Religious Minorities in Schools in Estonia, of teaching religion are offered in Estonian schools: there are schools with no Religious Education, others have inclusive Religious Education and there are also religiously-oriented schools with a confessional approach to teaching religion. The article draws on data from research done in the frame

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May Children Attend Church Services During School Hours?,This phenomenon has been highly debated in the media in the last couple of years. Representatives from the group of organised humanists have been especially active in this debate. In one case, a group of parents took action in order to protect the tradition against the will of the school’s headmaste

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Teaching the History of Human Rights, history, the idea of Enlightenment is a central component, leading to the understanding of human rights, as we know them. This article argues that the common presentation of the history of human rights in some central textbooks is highly problematic, not least on the relation between religion and h

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,Religion in School – A Judicial Perspective,dish courts and the European Court of Human Rights have established that the school environment is “a special environment” when it comes to human rights. This approach has resulted in a lacuna regarding the meaning of pupils′ human rights in school. The chapter concludes that the examples discussed

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How Young Muslims and Christians Structure Human Rights: An Empirical Study in Germany, subject to any particular cultural tradition. Given this objective, in 1948, the United Nations (UN) approved the Universal Declaration of Human Rights, followed by the legally binding documents, the International Covenant on Civil and Political Rights and the International Covenant on Economic, So

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The Influence of the Socio-cultural Environment and Personality on Attitudes Towards Human Rights,were developed to achieve this learning objective. However, many approaches of HRE are quite formal, concentrating on systematical knowledge about human rights declarations, areas of human rights, and institutions dealing with human rights issues (see e.g. Benedek 2012; Bajaj 2011, pp. 485–489). Suc

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Conscientious Objections in Clinical Healthcare Education as a Manifestation of Religion, need the clinical education in order to gain knowledge and clinical reasoning skills to provide effective and safe healthcare services. Clinical healthcare education is consequently a critical component in delivering a competent and skilled future workforce. However, in some situations, students in

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