Competencies

INTRODUCTION

• Participants review the elements of Commitment VII before discussing what elements might be missing:

We pledge to publicly denounce all instances of advocacy of hatred that incites to violence, discrimination or hostility, including those that lead to atrocity crimes. We bear a direct responsibility to denounce such advocacy, particularly when it is conducted in the name of religion or belief.

• Participants might consider the definitions in the Camden Principles on Freedom of Expression and Equality (under Resources tab) as they analyze Commitment VII’s elements. 
• Questions under the Discussion Questions tab may be used to guide participants’ sharing. 

DISCUSSION

• Participants determine if Commitment VII is a full expression of “incitement to hatred.” They might identify what seems missing, what could be clarified, or what might be added to the commitment statement.
• Participants should explore how their understanding of Commitment VII has expanded or been refined due to engaging in this critical discussion.

CONCLUSION

• Encourage participants to share their insights with their faith communities. 

These questions may guide the participants’ discussion: 

• Are there any elements in Commitment VII that you disagree with? Why?
• Are there any elements that are missing from Commitment VII? What are they, and how would you remedy the omission?
• Would you add or change any words?
• What does “advocacy” mean in the context of Commitment VII?  
• Is there a difference between “hatred” and “hostility”?

Commitment VII: We pledge to publicly denounce all instances of advocacy of hatred that incites to violence, discrimination or hostility, including those that lead to atrocity crimes. We bear a direct responsibility to denounce such advocacy, particularly when it is conducted in the name of religion or belief.

• Camden Principles on Freedom of Expression and Equality, principles necessary to ensure respect for freedom of expression and the promotion of equality 

• The #Faith4Rights modules are flexible and require adaptation by the facilitators before their use. Case studies related to peer-to-peer exercises in the 18 modules need to be selected by the facilitators from within the environment where the learning takes place. The #Faith4Rights toolkit is a prototype methodology that requires contextualization, based on the text of the 18 commitments, context, and additional supporting documents.
• Not all issues raised need to be resolved. This would be an impossible and even a counterproductive target. The aim is rather to enhance critical thinking and communication skills, admitting that some questions could receive many answers, depending on numerous factors.
• Tensions may occur during discussions related to “faith” and “rights.” Most of these tensions are due to human interpretations. Learning sessions are spaces for constructive dialogue in a dynamic process where tensions can be reduced with the help of clear methodologies, including pre-emptive situation analysis and evidence of positive results in areas of intersectionality between faith and rights.
• When preparing the sessions, facilitators need to factor in the profile, age, and backgrounds of participants. Focused attention on the learning objectives can transform tensions into constructive exploration of new ideas.
• Meaningful engagement requires democratically pre-established rules. Facilitators should dedicate time with participants to elaborate these rules together at the outset and act all along the training as their custodians.
• The time frames suggested in this #Faith4Rights toolkit are merely indicative. Facilitators may adapt them freely to suit the needs of their group of participants. The key balance is between respecting the overall time frame while not cutting short a positive exchange momentum.
• To ensure optimal and sustainable benefit, facilitators may create a “training notebook” for participants during their peer-to-peer learning sessions. It would contain a compilation of templates to help participants keep track of what they have learned throughout the program and eventually use this notebook as their personalized follow-up tool.
• When technically feasible, facilitators are also advised to project the module under discussion on screen in order to alternate between discussions thereon and showing the audio-visual materials listed in each module or any other items selected by the facilitator.

• “Now this is the command: Do to the doer to make him do.” (Ancient Egyptian Middle Kingdom)
• “Repay injury with justice and kindness with kindness.” (Confucius)
• “What is hateful to you, don’t do to your friend.” (Talmud, Shabat, 31,a)
• “Whatever words we utter should be chosen with care for people will hear them and be influenced by them for good or ill.” (Buddha)
• “By self-control and by making dharma (right conduct) your main focus, treat others as you treat yourself.” (Mahābhārata)
• “You shall not take vengeance or bear a grudge against your kinsfolk. Love your neighbor as yourself.” (Leviticus 19:18)
• “Therefore all things whatsoever ye would that men should do to you, do ye even so to them: for this is the law and the prophets.” (Matthew 7:12)
• “Ascribe not to any soul that which thou wouldst not have ascribed to thee, and say not that which thou doest not.” (Baha’u’llah)