• Empathy, devotion (responsiveness to feelings, thoughts, views and needs), benevolent accept-ance (personal esteem does not depend on any conditions), sincerity, stability, reliability

• Leadership in a spirit of esteem and respect (emotional devotion, inductive reasoning, authorita-tive control, support of social integration and democracy)

Relationships and communication in the class:

• Mutual understanding

• Symmetric relationships

• Sexually non-discriminating co-education

• Meeting other people

• Friendship

  → Verbal and non-verbal communication

  → Adopting other perspectives and points of view

  → Self-perception and perception by others

Atmosphere of conflict prevention:

• Fair and caring community, community of learners, shared responsibilities (teachers and students - both male and female)

• Co-operation, not competition

  → Social learning

  → Rules and conventions

  →Meta-communication and meta-interaction

  → Limitation and reinforcement

Article 2: Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind

Article 14: Rights and freedoms set out in the Convention should be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status.

Structural discrimination: society fuctions and operates in ways and pattern that create obstacles in achieving equal opportunities and real equality

Later, analyse found bias and talk about unconscious bias

1. Create a safe and inclusive learning environment and build positive relationships with pupils

2. Respectful tone and body language

3. Managing the class democratically and create a community

4. Ensure physical safety

5. Use teaching methods and different materials

6. Peer learning

7. Conflict management

8. Contexualize lessons around democratic values

9. Respectful disagreement and debate

10. Provide constructive feedback

Boundaries of Religious Education" argues for the critical importance of religious literacy. This concept is highly relevant as it underscores that an informed understanding of diverse religious traditions, including Christianity, is essential for comprehending their historical and ongoing influence on societal values. Overcoming "religious illiteracy" enables individuals to engage analytically with how religious traditions impact culture, politics, and ethics, moving beyond simplistic or prejudiced views (Moore, 2014, Abstract, p. 379). For Denmark and Europe, where historical Christian roots are undeniable and contemporary religious diversity is a reality, religious literacy is crucial for citizens to navigate complex value landscapes.

• Osler and Starkey (2010) discuss how human rights education provides a framework "independent of ideology and religion" (p. 40), reflecting a shift in the purpose of education in a pluralistic society.

• Diane L. Moore (2014) emphasizes the need to "Overcome Religious Illiteracy," arguing that schools should educate about religion to foster informed citizens.

• "Unit 2. The key to a dynamic concept of citizenship" describes schools as significant agents in the "socialisation process of young people," highlighting their role in shaping values and interactions in a diverse society.

1. Human Rights as an Ethical Framework: The "Compass 2023 - Manual for Human Rights Education for Young People" (Council of Europe) posits that human rights education (HRE) is vital for shaping democratic citizenship. This manual serves as a guide for ethical education, providing frameworks for understanding concepts like equality, dignity, and non-discrimination, which are central to resolving ethical dilemmas. HRE aims to help young people understand "how to access, uphold, defend, and promote human rights" (Council of Europe, Compass 2023), implicitly teaching them an ethical stance towards societal issues.

2. Teacher's Role and Moral Authority: Osler and Starkey (2010) highlight the teacher's vital role in helping students understand human rights. They argue that teachers can "ground their moral authority in international standards and principles," allowing them to "explain their actions independently of their own background or convictions" (Osler & Starkey, 2010, p. 40). This is crucial for ethical education, as it provides an objective framework for discussing moral issues and dilemmas, rather than relying solely on personal biases or specific ideologies.

3. Democratic Dialogue: Hal Koch (2022) emphasizes that the "essence of democracy" is "conversation (dialogue), mutual understanding and respect" (Koch, 2022, p. 27). These principles are directly applicable to ethical education. In schools, fostering a culture of open dialogue and respectful disagreement is essential for addressing ethical dilemmas. Students learn to "shed light on the matter from all angles" and "reach a better and more reasonable understanding" (Koch, 2022, p. 27), which is a core skill in ethical problem-solving.

For example, cultural sensitivity: not directly about teacher practice, but still, Pollock, Reken, and Pollock (2017) discuss "Third Culture Kids" and their experiences with diverse cultures. Here, a teacher's social practice must acknowledge and sensitively respond to the varied cultural backgrounds of students, ensuring all feel understood and included, even if not explicitly detailed in the provided excerpt.

Now, Denmark is a pluralistic and secular society, though the Church of Denmark still holds formal status. Religion has shifted from a public identity marker to a more private and personal matter.

Osler and Starkey (2010) Human rights, justive and peace. In Teachers and human rights education, IOE Press, p. 49

According to dictionaries dialogue, discussion and debates can be define as:

Dialogue: a conversation, a discourse. A conversation between two or more people; verbal interchange of thought; discussion. Discussion:examination (of a point) by argument etc; debate; an exchange of views; a conversation.

Debate: contention in an argument, a discussion; esp. a formal discussion of a matter in formal legislature or public assembly. To argue, discuss, esp. formally in a public assembly etc.

Learning to Disagree. Teachers Guide. pp. 18-21.