MOSAIC - The training kit for Euro-Mediterranean youth work

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2 199 8 Religion and tolerance Figure 8 Come, come, whoever you are; Wanderer, idolater, worshipper of fire; Come, even though you have broken your vows a thousand times; Come, and come yet again; Ours is not a caravan of despair. Mevlana Jelaluddin Rumi, 13th century 8.1 Introduction Do you realise how deeply religion(s) affect(s) your life? All around you, whether you are a believer or not, you can see the signs of religions. You may hear a call for prayer from the minaret of a mosque or church bells. When your friends get married, you might go to a synagogue or a church, or just attend a ceremony in the city hall. Every year you may decorate a pine tree at home and celebrate Christmas, or you might buy egg-shaped chocolates for Easter. For religious festivals, you may buy new clothes and visit your relatives or elderly neighbours, or give gifts to children. At a funeral, you hear prayers. No matter where you live in relation to the Mediterranean, religion plays an important role in your society, whether you are religious or not. Themes
200 In European and Mediterranean societies, there have always been different religions and religious diversity, around which there is a complex mixture of facts and myths, truths and misconceptions. On the one hand, religions bring people together: in principle, they constitute spaces for living, for practising the more noble qualities of human beings such as humanism, solidarity and compassion, by bringing together humanity’s efforts for a better shared future. On the other hand, history shows that religions have also been used or misused to justify painful conflicts and wars, persecutions and intolerance in the name of God, which have ultimately divided people rather than bringing them together. However, religions are probably not the problem, as some people suggest, nor the solution as others would like them to be. In Euro-Mediterranean societies, they simply exist together with other contemporary processes (migration, socio-economic differences, globalisation and so on) as an important factor to consider in relation to young people and youth work. Religion is an issue that most young people have to deal with in their daily lives at home, in public, at work or at school. Youth work can help to making religious differences a factor of cultural enrichment for young people, instead of being a source of confrontation, especially through the lenses of mutual understanding, tolerance and acceptance of difference. This chapter aims to be a contribution to this by exploring the major concepts that are often used in relation to religion, such as religious tolerance, diversity, pluralism, inter-religious/inter-faith dialogue and secularism. In addition, this chapter provides some basic information about the Baha’i Faith, Christianity, Druze, Islam, Judaism and Yazidism as examples of some of the religions and faiths that have flourished in Mediterranean lands and have been followed by millions of European and Mediterranean adherents for centuries. It should be noted that exploring these subjects to ensure unbiased and objective information on religions is not an easy task. Firstly, this is because of the depth and variety of information and speculation about the religions concerned, and secondly a result of the great sensitivity of the issue of religion, especially in the Euro-Mediterranean context. Accordingly, the information provided here should be considered as an introduction, with a selection of stimulating questions for any youth work leaders who may be interested in the basic concepts, discussions and starting points in relation to religions, religious diversity and inter-religious dialogue. 8.2 Tolerance and religious (in)tolerance The notion of tolerance has various connotations, meanings and values attached to it; language, culture and tradition play important roles in shaping and understanding those nuances. In the English language, the word “tolerate” means “to bear” or “to allow”; in German the meaning of “tolerance” is closer to “acceptance” and “respect”. In French, Le Petit Robert describes the term as “indulgence and comprehension of the other, acceptance of a different opinion, not without the possibility to forbid or to require”. In Turkish, hoşgörü refers to “understanding and allowing.” 1 In Arabic tasâmuh, according to Lissan al-Arab, 2 is “to ease the process mutually and on an equal basis from both parties”. Another word in Arabic, musamaha, refers to smoothing mutually and equally in cases of contestation, slander, defamation, dispute or enmity. In Hebrew, savlanut means “patience”, which also refers to acknowledging and legitimising opinions and/or beliefs different from one’s own or what one is used to. T-Kit No.11 - MOSAIC - The training kit for Euro-Mediterranean youth work
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11 Mosaic The training kit for Euro
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2 This document does not necessaril
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5 Contents List of figures and tabl
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7 List of figures and tables Figure
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9 List of abbreviations AHDR Arab H
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11 Acknowledgements The production
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14 work, a history textbook or a po
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1 17 T he Mediterranean is both hom
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1 19 and comments on the texts on l
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1 21 Environment The Mediterranean
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1 23 Table 0.1: What is in an activ
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1 25 D Intercultural learning Chapt
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1 27 Always adapt in the light of t
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2 29 Themes
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32 this chapter also looks at the i
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34 the United Kingdom and Ireland;
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36 Figure 1.2: The member states of
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38 Being a crossroads and a bridge
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40 the use of force to settle dispu
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42 D 1.6.1 The Euro-Mediterranean P
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44 Figure 1.4: The countries of the
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46 1.7 Euro-Mediterranean youth wor
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48 Euro-Mediterranean youth work ca
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50 D 1.7.2 Euro-Med Youth Units and
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52 In addition to the efforts of va
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54 the youth field to co-operate wi
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56 of its geography. The institutio
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58 38. See www.isesco.org.ma/Englis
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60 91. For the 2003 Compendium on E
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62 and corn, as well as the tobacco
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64 Meeting and confronting the stra
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66 Russia and Morocco. Can one igno
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68 Arab nationalism and creation of
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70 In terms of the substance of a n
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72 Some projects supported by the E
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74 3. Any timeline, like any histor
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76 Our perceptions, habits and dail
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78 3.3 Elements of culture Time, pl
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80 3.4 Cultural diversity 18 Cultur
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82 Homogenisation. The movement of
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84 many Mediterranean states are of
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86 If Orientalism can be defined as
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88 to today with the mobility of pe
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90 Intercultural dialogue may serve
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92 able to accept others, role dist
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94 13. Dadsi, D. (1995) Specificiti
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96 68. Iben, G. (1974) Sozialerzieh
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98 4.2 Young people’s realities -
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100 For Europe this means that rele
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102 In terms of its implementation,
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104 4.4 What is youth participation
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106 Table 4.2: Resolutions and agre
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108 Education, information, health
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110 Some examples of participatory
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112 The Ladder of Participation 59
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114 Competences We might utilise a
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116 Some basic methods and guidelin
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118 12. The Mediterranean countries
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120 58. This is also one aspect of
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122 These are some of the questions
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124 As the institutions ultimately
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126 is that some rights (negative r
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128 D 5.5.1 The European Enlightenm
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130 The Second Optional Protocol 8
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132 Other important human rights do
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134 Some real examples of violation
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136 Finally, if all of this was not
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138 or the way existing mechanisms
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140 Education through human rights
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142 18. See www.echr.coe.int/echr.
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144 everywhere and nowhere. Althoug
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146 Attitudes in a given society/co
Page 149 and 150: 148 So, although women are oppresse
Page 151 and 152: 150 Gender mainstreaming The United
Page 153 and 154: 152 Marxist feminism also argues th
Page 155 and 156: 154 In addition to these global eff
Page 157 and 158: 156 to benefit from them. When this
Page 159 and 160: 158 and political, social, economic
Page 161 and 162: 160 D 6.5.4 Women and the labour ma
Page 163 and 164: 162 b) physical, sexual and psychol
Page 165 and 166: 164 to become emancipated, another
Page 167 and 168: 166 What can be done to overcome th
Page 169 and 170: 168 Focusing on specific gender iss
Page 171 and 172: 170 3. Organization for Security an
Page 173 and 174: 172 65. Walby, S. (1991); Council o
Page 175 and 176: 174 127. Council of Europe (2008),
Page 177 and 178: 176 188. UN-INSTRAW, Glossary of ge
Page 179 and 180: 178 of minorities, it is hard to pi
Page 181 and 182: 180 In the Arab Human Development R
Page 183 and 184: 182 minority young people might go
Page 185 and 186: 184 7.5 Issues related to minoritie
Page 187 and 188: 186 Problems within and between nor
Page 189 and 190: 188 people who are tolerant but do
Page 191 and 192: 190 Convention, people who claim th
Page 193 and 194: 192 7.10 Challenges for Euro-Medite
Page 195 and 196: 194 adopt non-formal education in
Page 197 and 198: 196 20. See www.escwa.org.lb/ayd/ (
Page 202 and 203: 2 201 Tolerance The United Nations
Page 204 and 205: 2 203 organised beliefs and practic
Page 206 and 207: 2 205 It seems that the political a
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Page 210 and 211: 2 209 initiatives of non-government
Page 212 and 213: 2 211 the official religion of the
Page 214 and 215: 2 213 share the same essential doct
Page 216 and 217: 2 215 to the Maghreb, the Iberian P
Page 218 and 219: 2 217 70 days after the end of the
Page 220 and 221: 2 219 Zionism 111 refers to the Jew
Page 222 and 223: 2 221 Yazidis are thought to be des
Page 224 and 225: 2 223 In the 21st century, in many
Page 226 and 227: 2 225 laws that regulate various as
Page 228 and 229: 2 227 8. Religion (2007) Encyclopæ
Page 230 and 231: 2 229 65 . Baptism (2007) Encyclop
Page 232 and 233: 2 231 124. Reconstructionism (2007)
Page 234 and 235: 2 233 9 Peace and conflict Figure 9
Page 236 and 237: 2 235 Conflict can be defined as
Page 238 and 239: 2 237 Avoidance can be related to f
Page 240 and 241: 2 239 “I-message” is an effecti
Page 242 and 243: 2 241 Sulha is a traditional Arab m
Page 244 and 245: 2 243 Biased attributions: when pe
Page 246 and 247: 2 245 A second set of concepts whos
Page 248 and 249: 2 247 Humanising the enemy: Feeling
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2 249 is another ‘need’ that mi
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2 251 Peace can be built by actions
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2 253 not only to results but also
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2 255 19. Silverstein, B. and Flame
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258 The environment and people have
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260 10.3 The first Eden: 10 the Eur
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262 landscape, mostly by the destru
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264 Another example from the Medite
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266 Unfortunately, tensions over sh
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268 campaigns and training events.
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270 The overall aim of the renewed
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272 Preservation and restoration of
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274 Notes 1. “Environment” in C
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T-Kit No.11 - MOSAIC - The training
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3 279 Activities index Title Level
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282 Instructions Explain that the
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284 Further information A brief acc
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286 Instructions Ask the group to
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288 Ideas for action Compare the si
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290 Instructions Explain that the
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292 Religion and spirituality can
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3 295 Camels go far without water C
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3 297 What did you learn about you
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3 299 A camel which has carried i
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302 Instructions Tell people to get
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304 Further information See http://
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306 Explain that the information s
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308 Further information The Enemy i
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310 Materials One set of questions
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312 Handouts Rules of the Game Ques
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314 Answers to Question 1: The Bar
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316 Instructions Explain that the a
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318 to the rest of the group once t
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320 Handouts Possible topics for de
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322 Instructions Divide participan
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324 Handouts The list of features.
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326 Instructions The activity is sp
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328 Variations You could use the me
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330 Instructions Introduce the aims
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332 Handouts Handouts in envelopes
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334 Tell them that they now need t
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336 Suggestions for follow up If yo
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338 Instructions Explain that the p
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3 341 Mapping the globe If you don
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3 343 How can you help to protect
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3 345 Handouts Role-cards and the s
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348 Give them 15-20 minutes for th
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3 351 Natural beauty How did they m
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3 353 find, the more interesting an
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3 355 Orange Blue The earth is blue
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3 357 Tips for the facilitator The
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3 359 More maps! Orange Blue
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362 Instructions Divide people into
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364 Handouts Guidance notes for the
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366 Instructions Part 1: Invite peo
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368 Further information Have a look
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3 371 Pass it on Be not disturbed a
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3 373 What information was left ou
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3 375 Pieces of cake Everyone has t
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3 377 the average, and would receiv
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3 379 Rebels and freedom fighters W
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3 381 Would it be possible to be o
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3 383 Reshaping racism There is no
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3 385 Tips for the facilitator Depe
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388 Instructions Ask participants w
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390 The WTO recommends a number of
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392 The activity will be more usef
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394 Suggestions for follow-up Look
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396 When they have arranged themse
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3 399 Timeline of history Inter-rel
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3 401 Variations The “personal hi
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404 Instructions Divide participant
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406 Handouts Decision cards 1-14 C
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408 Instructions Begin by asking pa
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410 Handouts Diamond-ranking diagra
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412 Instructions Ask participants t
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4 415 About the editors and contrib
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4 417 Ellie Keen editor and co-auth
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419 Extended table of contents List
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421 5.3 Human rights values _______
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423 4 Camels go far without water -
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11 Mosaic The training kit for Euro
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