[LUM#3] The University on the Front Lines of Secularism

[LUM Magazine] - Published on September 20, 2016 in Faculties, Schools, and Institutes, Educational Innovation, Science and Society

Restoring meaning to the concept of secularism: a crucial challenge that the university is addressing through two specialized training programs open to professionals.

 “Secularism: An Outdated Idea?” As provocative as it may seem, the question posed last October on a public radio station has the merit of shedding light on a reality: in France in 2016, secularism is no longer a given. Under fire and under scrutiny, the old lady is seeking a second wind, 111 years after her enshrinement in the law separating church and state. At issue is the perception that her principles are out of step with today’s more complex social reality. There is also a sense of her growing inability to foster a sense of cohesion throughout society.

From Principle to Reality

Is it still possible to discuss secularism without stirring up strong emotions? Yes, say two educational initiatives at the university. Possible and even necessary, according to Jean-Paul Udave, director of the Faculty of Education at Montpellier, which has been offering a course titled “Secularism and Multiculturalism in Professional Contexts” since 2015. The course traces the origins and evolution of secularism, approaching the subject from philosophical, historical, and legal perspectives. “There is a need in society today to better understand what secularism is, not as a value in and of itself but as a framework enabling the application of the principles enshrined in the French Constitution: freedom, and thus freedom of conscience and expression; equality, and thus equal treatment of citizens regardless of their religious affiliation or lack thereof—the state’s neutrality on religious matters—and finally popular sovereignty, that is, the fact that the law emanates from the nation and not from a religion. " That covers the principles. Principles that Jean-Paul Udave acknowledges are no longer sufficient, on their own, to bring to life a secularism widely perceived as an abstract idea. To address this need for meaning, the program devotes half of its curriculum to practical case studies. Offered as continuing education to professionals from diverse backgrounds, this program aims to provide participants with concrete tools for resolving conflictual professional situations.

Imams at the University

The same goal, but different methods, at the Montpellier Law School, where the universitydegree program “Religions and Democratic Society”also devotes part of its curriculum to the issue of secularism. Launched in 2005, the program has been open to professionals—including religious leaders—since last year, while maintaining a policy of diversity. Faculty students now study alongside deacons, imams, and chaplains, as well as teachers, local government officials, and community leaders… Gérard Gonzalez, the program director, explains the intent: “The aim is to explain that France is a country where we enjoy very broad religious freedom, which entails rights but also a certain number of duties and limits…” In short, to shed light on the full subtlety of a secularism that seeks to be both a protector of everyone’s beliefs and a guarantor of the state’s independence.

Religious leaders in the university lecture halls? The idea may seem surprising, but it reflects a new way of thinking about the role of religion in education. “The way the concept of secularism was incorporated into education may have been a bit too militant, underpinned by the idea that religion is an exclusively private matter,” analyzes Jean-Paul Udave. A view that is now untenable in the face of the resurgence of religiosity in the public sphere.

Secular Education on Religion

While a software update may seem inevitable, it must necessarily be implemented through the school system, according to the dean of the School of Education, which trains future teachers: “Institutions—and first and foremost schools, from preschool through university—are not only tasked with explaining the values of the republic but also with bringing them to life. This requires less lecture-based teaching methods, the promotion of debate, and the empowerment of students… ” This also involves bringing religion into the classroom—viewed as a tool for knowledge—to calmly guide tomorrow’s citizens in their search for identity and prevent them from straying: “Reading the Bible or the Quran in class may be shocking, but schools have a duty to empower students and educate them in reason, and this is part of that.”

Keywords: School of Education, Training, Secularism, LUM#3, LUM Magazine, University