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It also outlines links between the growing salience of religion in integration challenges, securitisation, and civic integration policies, and proposes pedagogical responses.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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two topics does the special issue connect?","Question",{"text":63,"@type":64},"Religious Education and the use of religious symbols in public schools, which are usually treated separately by different disciplines.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why are these controversies becoming more salient in Europe?",{"text":68,"@type":64},"They are linked to perceived difficulties integrating immigrant minorities, securitisation of religion (especially Islam), and the rise of political movements emphasizing native identities.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the author propose educators should do pedagogically?",{"text":72,"@type":64},"Use the controversies as an opportunity to teach about religion through study questions, discussion topics, conceptualising the public role of religious symbols, and knowledge aims and thinking skills within a suitable RE 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\nChristian Moe1  \n• This focus issue ofCEPS Journal raises two topics usually treated separately, Religious Education and the use of religious symbols in public schools. Both involve the challenge of applying liberal democratic principles of secularism and pluralism in a school setting and refract policies on religion under conditions of globalisation, modernisation and migration. I take this situation as a teachable moment and argue that it illustrates the potential of a particular kind of Religious Education, based on the scientific Study of Religion, for making sense of current debates in Europe, including the debate on religious education itself. However, this requires maintaining a spirit of free, unbiased comparative enquiry that may clash with political attempts to instrumentalise the subject as a means of integrating minority students into a value system.  \nKeywords: religious education, religious symbols, public schools, secularism  \n1 Ljubljana, Slovenia; [mail@christianmoe.com](mail@christianmoe.com).  \nReligiozni simboli v javnih šolah kot poučnekontroverze v religijskem izobraževanju  \nChristian Moe  \n• Tematska številka revije CEPS izpostavlja dve temi, ki se običajnoobravnavata ločeno – pouk o religijah in uporaba religijskih simbolov v javni šoli. Obe zaznamuje izziv apliciranja liberalnodemokratičnih načel sekularizma in pluralizma v šolskem okolju, skozi obe se tudi lomijo politike glede religije v razmerah globalizacije, modernizacije in migracij. Takšne razmere predstavim kot priložnost za poučevanje in argumentiram, da ilustrira potencial specifičnega, na religiologiji utemeljenega predmeta o religijah, za osmišljanje trenutnih razprav v Evropi, vključno z razpravami o pouku o religijah. To pa zahteva ohranjanje duha svobodnega, nepristranskega primerjalnega raziskovanja, ki lahko trči ob politične poskuse instrumentalizacije predmeta kot sredstva integracije učencev iz manjšinskih skupnosti v sistem vrednot.  \nKljučne besede: religijsko izobraževanje, religiozni simboli, javne šole, sekularizem  \nIntroduction  \nThis special issue ofCEPS Journal raises two topics, Religious Education (RE) and religious symbols in public schools, which are usually treated separately, by different disciplines – respectively, those concerned with religion and teaching, and those concerned with law and public policy. Still, the two topics are linked in at least two ways.  \nFirst, both are concerned with the challenge of applying liberal democratic principles of secularism and pluralism in the public institutions of societies increasingly characterised by a plurality of religions and world-views. The school is a microcosm of the broader problems of multicultural coexistence anda subject of political contention. School policy on these issues is thus a helpful prism through which we can see refracted current European policies on religion and discern a spectrum of ideological positions.2  \nSecond, both issues have taken on increasing salience in Europe in recent decades due to the perceived role of religion in problems with integrating immigrant minorities; the ‘securitisation’ of religion, especially Islam; and the rise of political movements that privilege native identities and reject liberal principles in a defensive reaction to globalisation, modernisation, and migration.3 A perceived need to integrate new (especially Muslim) minorities into a national culture of shared values is seen in the turn to ‘civic integration’ of immigrants since the 1990s, not only in residence/citizenship requirements but also in public schools, including RE (e.g., Fernández & Jensen, 2017) . This is tobe expected, as public schools are society’s main institution of secondary socialisation and cultural reproduction, and religion is still (despite secularisation) widely seen either as a ‘social glue’ or as a source of social discord that m","cbCaihui9c0fwjCI","https://ap.wps.com/l/cbCaihui9c0fwjCI","pdf",169527,18,"English","# Introduction\n## Two linked topics: Religious Education and religious symbols\n## Integration, securitisation, and civic integration policies\n## Purpose and pedagogical response to controversies","[{\"question\":\"What two topics does the special issue connect?\",\"answer\":\"Religious Education and the use of religious symbols in public schools, which are usually treated separately by different disciplines.\"},{\"question\":\"Why are these controversies becoming more salient in Europe?\",\"answer\":\"They are linked to perceived difficulties integrating immigrant minorities, securitisation of religion (especially Islam), and the rise of political movements emphasizing native identities.\"},{\"question\":\"What does the author propose educators should do pedagogically?\",\"answer\":\"Use the controversies as an opportunity to teach about religion through study questions, discussion topics, conceptualising the public role of religious symbols, and knowledge aims and thinking skills within a suitable RE framework.\"}]","Religious Symbols in Public Schools as Teachable Controversies in Religious Education | PDF",1792088157,45]