What is interfaith leadership? What does it take? What’s its impact? What does excellent interfaith leadership look like? Through this interactive, self-paced course, you’ll explore these questions and more. Ideal both for learners who are new to interfaith leadership and for experienced interfaith leaders who would like a stronger foundation for their work, this course provides a roadmap for developing (or continuing to develop) the vision, knowledge, and skills required to contribute to the realization of a truly interfaith America.

What is interfaith leadership? What does it take? What’s its impact? What does excellent interfaith leadership look like? Through this interactive, community learning experience, you’ll explore these questions and more. Ideal both for learners who are new to interfaith leadership and for experienced interfaith leaders who would like a stronger foundation for their work, this course provides a roadmap for developing (or continuing to develop) the vision, knowledge, and skills required to contribute to the realization of a truly interfaith America.

The United States has long been defined by the great diversity of its people. Whether that diversity enriches or divides the nation, however, is not a given. Where there is deep difference, there is a need for bridgebuilders: citizens with the mindset and skills to transform diversity into pluralism. In this interactive course, you’ll watch bridgebuilding in action, learn about the goals of bridgebuilding, and consider where you might take steps to build bridges in your own life.

The Universal Declaration of Human Rights of 1948 was born in response to the genocide of over six million Jews in Nazi Germany. And yet, its values were conceived hundreds of years prior by religious communities that, in their own geographic and cultural contexts, advocated for protections for human’s inalienable rights.

What are the legal foundations for religion and human rights? What is the relationship between religion in human rights and human rights in religion? How does the United Nations' secular approach differ from that of human-rights commitments made by Islamic nations? Although the methods and motivations vary, how might the human family forge alliances to pursue shared outcomes?

Freedom of religion or belief (FoRB) is widely recognized by scholars, policymakers and practitioners of human rights as the oldest of the universal human rights recognized under international law. Indeed, FoRB is frequently referred to as the “grandparent” of human rights and as “the first freedom” of international human rights. At the same time, the denial of the human right to freedom of religion or belief is a leading cause of repression, division and conflict across the globe. More than three-quarters of the world’s population lives in countries with high levels of government restrictions on religion. Studies show that government restrictions on religion correspond with increases in social hostilities and violence.

In this course on freedom for religion, we will explore the wide range of arguments used to shield religion from the state. For instance, the concept of separating the church and state is mentioned over 100 times in the Christian Bible. Although it has religious origins, the idea of legal separation has become a secular principle designed to restrain the state's power and protect religion from government overreach. Indigenous people have made similar legal arguments when seeking freedom for their religion from colonial laws and culture. Throughout the globe, additional freedom for religion arguments are made: freedom for religion from critique/offense, as seen in blasphemy and defamation laws, and the freedom for religion from adherents changing or leaving their religion, known as apostasy laws. In this course, we will examine which of these arguments are and are not protected by human rights law and why.

When might it be necessary to legally ensure the freedom from government endorsement, enforcement, or involvement with religion? Why do state bans on proselytizing violate a person's human rights? What is the difference between fear of coercion and the right to teach about and disseminate materials about one's religion? When is it necessary to regulate religiously-motivated actions that may cause harm to self or others or infringe upon the rights of protected classes of people?

Religious literacy educators emphasize religions' internal diversity. Human rights educators stress the importance of having freedom within religion––the liberty for dissenters, women, and children to practice self-determination within their traditions. Why is this so important? What's a stake for whom? What role should human rights play, if any, with the reform or preservation of religious laws within religious communities?

Throughout the world, Truth and Reconciliation Commissions formed in response to political unrest, racial segregation, war, and genocide. They have become one of the most effective geopolitical tools for local communities to create cultures of resilience. And yet, the process is not perfect and can come with unintended consequences. For instance, organizers in South Africa provided a public space for perpetrators of racial violence to receive amnesty in exchange for revealing the truth about their participation in the apartheid state. Supporters of the model say the commissions resulted in a deeper level of justice than a vengeful system could provide. Critics argue that it unduly rewarded oppressors, leaving populations that truly need redemption out of the process. In this cross-national course, learners apply theories of restorative justice to the study of truth commissions that formed throughout the world, with attention to South Africa, Rwanda, Bosnia, New York City, and Philadelphia. Overall, we will ask: how will future generations use their power to reimagine justice, seek truth, and repair the broken?

This multimedia course will explore the keys to religious pluralism in Christianity’s places of origin. Special attention is given to Christian sacred sites that have been destroyed or remain in danger in Syria and Iraq. The curriculum draws from the expertise of Nina Shea, JD, and Elizabeth H. Prodromou, Ph.D., two former vice chairs of the United States Commission on International Religious Freedom (USCIRF), an independent, bipartisan U.S. federal government agency created by the 1998 International Religious Freedom Act (IRFA). USCIRF monitors the universal right to freedom of religion or belief (FoRB) abroad; makes policy recommendations to the President, Secretary of State, and Congress; and tracks the implementation of these recommendations.

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The Internet has transformed every area of human interaction – including religion – more than any other invention in history. The new technology is disrupting traditional definitions of community, authority, beliefs, and even what it means to be human and present to one another. The Internet can be used to further divide people of different faiths and worldviews, or it can foster greater understanding – the choice is up to us. Interfaith America invites you to be part of a new generation of interfaith leaders who understand the power of the Internet, appreciate how it can be used to promote understanding across lines of difference, and are fully trained to maximize the impact of the technology for the common good. Join us by participating in our #Interfaith curriculum to strengthen your interfaith leadership online.

The Faith Over Fear: Countering Anti-Muslim Discrimination training helps faith and community leaders reduce and counter anti-Muslim bias, discrimination, racism, and violence in the United States. Participants will deepen their understanding of Islamophobia and anti-Muslim discrimination in the United States, improve their skills and confidence to speak against anti-Muslim rhetoric and discrimination, and they will explore strategies to increase community discussions and actions to counter anti-Muslim bigotry more effectively in their own contexts. Faith Over Fear uses compelling videos featuring experts and practitioners in the field paired with online self-guided learning modules.

The following self-guided training program supports college and graduate students admitted into the national Interfaith Engagement fellowship program. The program’s primary purpose is to prepare students to host a film screening of the PBS Documentary Three Chaplains on their academic campus. Students who complete the fellowship program earn a stipend and a professional certificate in interfaith engagement.

REL 311 is an online training program to prepare organizers to host a film screening of the PBS Documentary Three Chaplains in their community. The film is ideal for convening conversations about chaplaincy, Muslims in America, and pluralism on military bases, in houses of worship, community centers, and beyond.