95707 - Religions and Human Rights

Learning outcomes

Religion is an element that characterizes the Mediterranean basin, which is the cradle of monotheistic religions (Judaism, Christianity and Islam). Although religious rights play a central role in the system of human rights, religions have often fueled conflicts and inequalities, sometimes representing a real threat to peace and other human rights. This difficulty in combining the various forms of coexistence in the Mediterranean with the role of religions that, on the one hand, stand as repositories of shared values, and on the other, as rigid cultural expressions exclusive and exclusionary, is the subject of the course. By the end of the course, the student: knows how religion has shaped society and political institutions (and vice versa); is capable of understanding the delicate relationship between religion and respect for human rights; and has the critical tools to comprehend the decisive role played by religion in the production of rights processes.

Course contents

This course examines the complex interaction between religious phenomena and the protection of human rights from an international, European and comparative perspective. It opens with an overview of the legal foundations of freedom of religion—chiefly the ICCPR and the European Convention on Human Rights—and the main models of State–religion relations. Building on this framework, we discuss recurring areas of tension, such as the display of religious symbols in public (e.g. head-scarves, kippot, kirpans, crucifixes) and practices with a strong identity dimension, including female genital mutilation, in order to highlight the limits placed by public order, security and personal dignity.

Attention then shifts to religious cultural heritage, both tangible and intangible. International instruments adopted under UNESCO are introduced alongside emblematic examples of safeguarding—or deliberate destruction—of sacred sites in contexts of conflict or political tension, illustrating how international law mediates between identity claims and global cultural cooperation.

The final part addresses current bioethical debates—end-of-life issues, termination of pregnancy, conscientious objection, and new reproductive technologies—considering, in broad terms, how different religious traditions engage with the human-rights standards developed by international and constitutional courts.

Throughout the course, case-law dossiers, guided discussions and in-class simulations enable students to apply the legal tools examined and to assess their impact on the effective protection of fundamental rights.

Readings/Bibliography

Attending students

The learning resources uploaded to virtuale.unibo.it—including slides, primary documents, case-law excerpts, papers and essays—form the core study material for the course.

The recommended handbook is:

G. Anello, Global Religions and Interreligious Dialogue Today: a legal perspective, CEDAM, 2022 (also available in Kindle format).

Non-attending students

Non-attending candidates are required to prepare the examination on the following reference book:

G. Anello, Global Religions and Interreligious Dialogue Today: A Legal Perspective, CEDAM, 2022 (also available in Kindle format).

Teaching methods

The course will combine lecture-based teaching with in-class discussions.

Sessions will include guided readings of selected texts, the screening of visual materials, and short documentaries.

The specific discussion formats—group work, plenary debates, or presentations followed by Q&A—will be determined at the start of the course, taking into account class size.

The teaching methodology is designed to foster critical analysis and informed debate among students while promoting continuous interaction with the instructor.

Assessment methods

Attending students

For attending students the final assessment is exclusively written and consists of an 8-page research paper on a topic previously agreed with the course instructor during class hours or by e-mail. The written paper determines the entire final grade; no oral examination is foreseen.

The paper must comply strictly with the editorial guidelines published on the course page in Virtuale. When grading the paper, the instructor will also take into account (i) regular attendance—defined as at least 70 % of the scheduled classes—and (ii) the student’s active participation in classroom activities.

Please be informed that the use of generative artificial intelligence is considered a form of plagiarism.

Non-attending students

The final assessment is exclusively written and consists in a 15-page research paper on a topic previously agreed with the course instructor via e-mail. The written paper is marked out of thirty and constitutes the student’s final grade; no oral examination is scheduled.

The paper must comply in every detail with the editorial guidelines posted on the course website in Virtuale (layout, citation style, bibliography). Submissions that do not respect these rules will not be evaluated.

Please be informed that the use of generative artificial intelligence is considered a form of plagiarism.

Working students (and recognised elite athletes) may replace the 15-page assignment with a reduced paper of 8 pages, provided that the topic is agreed in advance with the instructor by e-mail and the work complies fully with the editorial guidelines available on Virtuale. The grade awarded for this paper constitutes the student’s final mark for the course; no oral examination is required.

Please be informed that the use of generative artificial intelligence is considered a form of plagiarism.

 

Assessment grid for the written paper

• 30 L / 30 cum laude.
The paper shows complete mastery of the course topics, an original and well-argued thesis, rigorous use of sources and citations, and a writing style that is both clear and academically refined. The analysis offers innovative insights and successfully combines course materials with independent research.
• 30/30.
The work demonstrates thorough command of the subject matter and employs appropriate legal terminology and references. Argumentation is coherent and well structured, although it contains fewer original contributions than required for honours.
• 27–29/30.
The student displays solid knowledge of the issues covered and develops a generally consistent argument. Minor inaccuracies or occasional gaps in depth do not compromise overall clarity or correctness.
• 24–26/30.
The paper reflects substantial, though incomplete, understanding: key concepts are addressed, but the discussion may lack precision, contain omissions, or rely on a limited range of sources. Writing and structure are adequate but not always polished.
• 21–23/30.
The work provides only superficial coverage of the material. Core ideas are recognised, yet the reasoning is fragmented, bibliographic support is limited, and formal requirements are met only in part.
• 18–20/30.
Knowledge of the subject is minimal and largely descriptive. The argument is unclear, citations are inconsistent, and adherence to the editorial guidelines is weak. The paper meets the basic threshold for a pass but requires substantial improvement.
• Below 18/30 (fail).
The submission shows insufficient understanding of course content, serious conceptual errors, lack of structure and inadequate referencing. The editorial standards outlined on Virtuale have not been observed.

Attendance bonus: for attending students the final grade may be adjusted by up to ±2 points to reflect regular attendance (at least 70 % of classes) and active participation in class discussions.

Teaching tools

Additional teaching material and lecture presentations will be available on the online course web page.

Students with a specific learning profile or a temporary or permanent disability, may get in touch with the Student Disability and DSA Office as soon as possible: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students . They will help identify any accommodations they may need.

To ensure any adjustments can be implemented in time, please submit your requests at least 15 days before the exam date to the course instructor. The instructor will assess the requests in light of the learning objectives and confirm the appropriate arrangements.

Students are warmly encouraged to contact the course instructor as early as possible—ideally at the start of the term—to co-design effective strategies for engaging with class activities and course materials.

 

Office hours

See the website of Federica Botti