Balancing Rights in Religious Education through Collaboration and Dialogue

While the right of parents to educate their children in their religious or philosophical conviction is recognised in Human Rights instruments (e.g. CoE 1952, protocol 1), educators must also attend to the right of a child to autonomy (UN 1989, Article 12.1) and the right of liberal democratic states to reproduce values of equity and freedom. This paper argues that certain forms of inter-religious dialogue and/or inter-religious collaborative learning can assist educators in balancing these rights where religion has significant influence and power over the management of schools and/or the curriculum. It is argued that in addition to the learning benefits which may result, the use of collaboration and dialogue goes some way in addressing three philosophical criticisms of religious education: first that religiously separate and religiously based education pays insufficient attention to the rights of children and, secondly, is likely to contribute to social fragmentation; and third, pupils will lack the skills to overcome prejudice or intolerance where they have no experience of others as a result of separate schooling or from a religiously narrow curriculum, and the latter may in fact support intolerant views. A rationale is developed that asserts the value of collaboration or dialogue as a pedagogical strategy that can, to some degree, mitigate potential negative outcomes from religious education. This argument is further supported with reference to a range of empirical studies.

D4.3 Prototype Software (Documentation)

The agent-based social simulation component of the TELL ME project (WP4) developed prototype software to assist communications planners to understand the complex relationships between communication, personal protective behaviour and epidemic spread. Using the simulation, planners can enter different potential communications plans, and see their simulated effect on attitudes, behaviour and the consequent effect on an influenza epidemic.

The model and the software to run the model are both freely available (see section 2.2.1 for instructions on how to obtain the relevant files). This report provides the documentation for the prototype software. The major component is the user guide (Section 2). This provides instructions on how to set up the software, some training scenarios to become familiar with the model operation and use, and details about the model controls and output.

The model contains many parameters. Default values and their source are described at Section 3. These are unlikely to be suitable for all countries, and may also need to be changed as new research is conducted. Instructions for how to customise these values are also included (see section 3.5).

The final technical reference contains two parts. The first is a guide for advanced users who wish to run multiple simulations and analyse the results (section 4.1). The second is to orient programmers who wish to adapt or extend the simulation model (section 4.2). This material is not suitable for general users.