B8847 - 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

The course investigates how religious phenomena and the human-rights system interact—at times clashing, at times reinforcing one another. It begins with an overview of the legal foundations of freedom of religion, focusing on the International Covenant on Civil and Political Rights and the European Convention on Human Rights, as well as the main patterns that structure relations between states and religious communities.

Building on this framework, the class examines the most common areas of tension: the public display of religious symbols—Islamic head-scarves, Jewish kippot, Sikh kirpans, the classroom crucifix—and practices that affect bodily integrity, such as female genital mutilation, highlighting the boundaries set by public order, security and human dignity.

Attention then turns to religious cultural heritage, both tangible and intangible. Through the lens of UNESCO conventions and emblematic cases of either safeguarding or destruction of sacred sites in zones of tension or armed conflict, students explore the role of international law in reconciling identity claims with global cultural cooperation.

The final segment addresses major contemporary bioethical debates—end-of-life decisions, voluntary termination of pregnancy, conscientious objection, assisted-reproduction techniques—assessing, from a comparative perspective, how different religious traditions engage with the fundamental-rights standards developed by international and constitutional courts.

Case-law files, guided debates and in-class simulations accompany the entire syllabus, enabling students to test the legal tools studied and to gauge their effectiveness in the concrete protection of human rights.

Readings/Bibliography

Attending students

P. Consorti, Diritto e religione. Basi e prospettive, Laterza (latest edition).

Non attending students

P. Consorti, Diritto e religione. Basi e prospettive, Laterza (latest edition).

Teaching methods

The course 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

The final examination consists of an oral examination based on the topics covered during the lectures and on the reference text indicated in the “Readings/Bibliography” section.

NON-ATTENDING STUDENTS

The oral examination covers the topics addressed in the textbook indicated in the “Readings/Bibliography” section.

WORKING STUDENTS/STUDENT-ATHLETES

Working students and student-athletes may submit a written paper of at least eight pages. The topic must be agreed upon in advance with the lecturer by email or via Microsoft Teams.

The paper must be sent to the lecturer by email at least one week before the oral examination.

The lecturer reviews the paper and indicates any necessary additions or corrections. Students are required to incorporate the lecturer’s suggested changes into the final version of the paper.

When preparing the paper, working students and student-athletes must carefully follow the instructions provided in the relevant file uploaded to Virtuale [https://virtuale.unibo.it/], particularly those concerning footnotes. The instruction file is available in the section entitled “Materials for the Written Examination”.

If the lecturer considers the paper satisfactory, its content becomes an integral part of the final oral examination. Students are questioned on the content of the paper and on the other parts of the syllabus agreed upon with the lecturer.

With regard to the possible use of generative Artificial Intelligence tools in preparing the paper, only limited, declared and non-substantial use is permitted. Such use must be restricted to support activities, including summarising, linguistic reformulation, preliminary organisation of content or formal revision of the text. AI tools may not be used to produce the substantive analysis, legal interpretation, critical argumentation or extensive sections of the paper.

Students who use generative AI tools must expressly declare this in the paper, specifying which tools are used and for which activities. Undeclared or substantial use of AI constitutes a breach of academic integrity and may result in the paper being deemed unsatisfactory. The oral discussion of the paper also serves to verify the student’s personal knowledge and understanding of its content, the sources used and the argumentative choices made.

STUDENTS WITH SPECIFIC LEARNING DISABILITIES OR SPECIAL EDUCATIONAL NEEDS

See the information provided in the “Teaching and Learning Support Tools” section.

GENERAL INFORMATION

The assessment of ATTENDING STUDENTS and WORKING STUDENTS/STUDENT-ATHLETES is based on the following criteria:

• Failing grade: insufficient knowledge of the basic subject matter and inability to provide a correct interpretation of the texts, including the written paper where applicable, and/or of the issues addressed.
• Satisfactory grade: basic knowledge of the examination materials, lecture slides, notes and written paper, where applicable; a generally correct interpretation, although characterised by inaccuracies and limited autonomy (18–22).
• Good grade: intermediate knowledge of the subject matter; fully correct interpretation, although not always precise or independent; limited analytical skills and predominantly rote learning of the subject, including the written paper where applicable (23–27).
• Excellent grade: demonstration of a coherent and comprehensive understanding of the topics addressed during the lectures, combined with the ability to use such knowledge critically and thoughtfully, as well as a strong command of expression and appropriate specialist terminology (28–30 with honours).

The assessment of NON-ATTENDING STUDENTS is based on the following criteria:

• Failing grade: significant gaps in knowledge, inappropriate language and inability to navigate the bibliographical materials indicated in the “Readings/Bibliography” section.
• Satisfactory grade: basic knowledge of the bibliographical materials and a generally correct interpretation, although characterised by inaccuracies and limited autonomy (18–22).
• Good grade: predominantly mechanical and/or rote knowledge of the subject matter, limited analytical and summarising skills and/or language that is correct but not always appropriate (23–27).
• Excellent grade: ability to achieve a coherent and comprehensive understanding of the topics covered in the bibliography, to assess them critically and to use appropriate terminology (27–30 with honours).

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