1. Council of Europe Exchange Strasbourg
The role of education in the prevention of radicalisation leading to terrorism and violent extremism
Sub-theme 1:
Education for democratic citizenship in the context of cultural and religious diversity
Council of Europe Exchange Strasbourg
09 November 2016
Dr Peter Schreiner
Comenius-Institut
Thank your very much for the invitation to introduce the first sub-theme of our Exchange. It is a privilege and a pleasure for me because I would describe myself as a supporter supporter of the Exchange initiative.

2. Introduction: Exchange & Dialogue
Overview
Introduction: Exchange & Dialogue
Sub-theme 1:
Education for democratic citizenship
Cultural and religious diversity
EDC/HRE as a focus of the CoE
Role of religious communities
Key Challenges and Questions
This are my points I want to briefly mention in my introduction

3. 1. Introduction Exchange & Dialogue - Themes
Strasbourg 2008 & 2009: Teaching religious and convictional facts
Ohrid 2010: Media, beliefs and religion
Luxembourg 2011: Interreligious dialogue and the role of media
Durrës 2012: Taking responsibility for tomorrow‘s Europe: the role of young people in the religious dimension of intercultural dialogue
Yerevan 2013: Freedom of Religion in Today‘s World: Challenges and Guarantees
Baku 2014: Intercultural dialogue: interaction between culture and religion
Sarajevo 2015: Building inclusive societies together
Strasbourg 2016: The role of education in the prevention of radicalisation leading to terrorism and violent extremism
Let me remind you to the history of the Exchange so far. It started in 2008 and 2009 with meetings In Strasbourg, followed by annual meetings in different places in Europe. .
Concerning the themes we started with the complex issue of teaching religious and convictional dacts, in the following years the role of the media were highlighted, a special concern was given to the role of young people, freedom of religion and intercultural dialogue as other crucial issues and also the common task of building inclusive societies together.
It shows that our theme this year is embedded in broader concern.

4. Council of Europe education aims and objectives
Preparation for sustainable employment
Preparation for life as active citizens in democratic societies
Personal development
Development and maintenance, through teaching, learning and research, of a broad advanced knowledge base
It leads us first of all to the question of what is education about. From the view of the religious communities a comprenensive of edcucation is mentioned that is not only focussed on employability and flexibility but that also see the need to promote educatio nas a tool for personal development, ethical and religious education and non measurable aspects of the human being.
This is in line with the road understandign that provides the groudn and basis the CoE activities in education.

6. 2. Sub-theme 1 Education for Democratic Citizenship in the Context of cultural and religious plurality
Education for Democratic Citizenship
lifelong process
Formal, non-formal and informal education/learning
Cultural and religious plurality: General guidelines; more dialogue and cooperation between existing forms; interreligious learning; dealing with plurality
Religious diversity as an aspect of “living together”
Culture and religion
Initiatives for EDC have a long tradition.

7. 3. EDC definition (Charter 2010)
“Education for democratic citizenship’ means education, training, awareness-raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law.”

8. 3. EDC definition (Charter 2010)
“Education for democratic citizenship’ means education, training, awareness-raising, information, practices and activities which aim, by equipping learners with knowledge, skills and understanding and developing their attitudes and behaviour, to empower them to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law.”

9. Activities in Intercultural dialogue & education
Dimension of religions and non-religious convictions within intercultural education (2008)
White Paper on Intercultural Dialogue „Living together as equals in dignity“ (2008)
Signposts – Policy and practice for teaching about religions and non religious world cviews in intercultural education (2014)
Competences for Democratic Culture (2016)

10. 4. Role of Religious Communities
There are considerable overlaps between the Council of Europes’ agenda and the concerns of religious communities: human rights, democratic citizenship, the promotion of values, peace, dialogue, education and solidarity
(2008: White Paper, p. 21)
The values upheld by the Council of Europe stem from the values of the three monotheistic religions
(2005: Education and religion)

11. Imagine a Europe…

12. Imagine a Europe…
That is fair for all, that respects diversity and shares responsibility in solidarity
With a fair migration policy which welcomes and protects migrants and refugees
United in diversity, founded on democracy
Where we all live more simply so that others may simply live
That respects the earth that we live in and the heavens above
Participatory and sustainable Europe
Where everyone can realise their human rights, fulfil their potential and live free from want
That cares for its most vulnerable people

13. 5. Key Challenges & Questions
Building an evidence base and ‚joining up‘ intelligence on EDC
Closing the implementation gap between policy and practice in EDC
Ensuring sustainability and collaboration in EDC
David Kerr (2011): The EWC Statement Series, First Issue, 14-17

14. 5. Questions & perspectives
How can education help develop an understanding of the role of religious and non-religious world views in modern European societies?
How can education encourage citizens – especially young people – to develop and critically examine their own world views and their relationship to democratic values?
How can education help counter radicalisation leading to terrorism and violent extremism claiming to be founded on extremist world views while fostering a broader understanding of the diversity of world views in society?
How can education for democratic citizenship best contribute to it?
From Exchange to robust Cooperation: How can we establish a structured and sustainable partnership and dialogue between the Council of Europe and the religious communities to promote EDC and intercultural dialogue in the different contexts of Europe?
What specific contributions can be offered by religious communities and non-religious world views to support and share the aims of EDC/HRE activities of the Council of Europe?

15. Thank you for your attention !