Papers and resource materials for the global meeting on
TEACHING FOR TOLERANCE, RESPECT AND RECOGNITION IN RELATION WITH RELIGION OR
BELIEF
Oslo, 2-5 September 2004 - The Oslo Coalition on Freedom of Religion or Belief
Model United Nations Conferences –
Another Approach to Teaching for Tolerance, Respect and Recognition
Presentation by Michael Wiener, Trier (Germany)
in Working Session III at the Oslo Global Meeting of Experts, 2 to 5 September 2004
I. Introductory note
In the framework of this Workshop on Human Rights Education we have so far focused on
“Learning about freedom of religion or belief” in primary and secondary education. In my
presentation I would like to introduce you to Model United Nations Conferences and their approach
to “Teaching for tolerance, respect and recognition” on secondary education and university levels.
The abbreviation M.U.N.1 stands for “Model United Nations”. Their idea is to simulate various
U.N. bodies and agencies, such as General Assembly, Security Council, Commission on Human
Rights, UNESCO, WTO, UNAIDS etc. Hundreds of simulations of multilateral diplomacy for high
school and college students are held each year all around the world, organized by various
institutions, e.g. U.N. Associations, high schools, universities. Their participants are either high
school pupils aged 14 to 18 years or college students aged 19 to 26 years with various academic
backgrounds, such as politics, international relations, law, history or sciences.
II. Presentation of WorldMUN and NMUN
In this presentation I want to share with you some of my experiences of the last six years while
coaching teams for and participating at two particular Model U.N. conferences: on the one hand the
“Harvard World Model United Nations” (WorldMUN) and on the other hand the “National Model
United Nations” (NMUN).
WorldMUN2 is organized by Harvard University together with different host universities each year.
Some of the particularities of WorldMUN are the ever changing locations and the very international
membership, both in the organizing committees and in terms of the participants’ backgrounds. Past
simulations were held in Budapest, Brussels, Athens, Cambridge, Istanbul, Belo Horizonte,
Heidelberg and Sharm-el-Sheikh, while next year’s conference will be hosted in Edinburgh. About
800 delegates from some 60 countries of origin all around the world usually participate at
WorldMUN.
NMUN3 is organized each year in New York by the National Collegiate Conference Association. It
is one of the biggest MUN conferences worldwide with more than 3.000 participants,
predominantly from the United States, Canada and Europe. NMUN can take advantage of its New
The pronunciation “MUN” is sometimes confounded with SUN MYUNG MOON, the founder of the Unification Church.
Website: www.worldmun.org .
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Website: www.nmun.org.
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York location by holding some of its meetings, e.g. the plenary session of the General Assembly, in
the real buildings of U.N. headquarters.
All MUN simulations offer an opportunity to experience at first hand and understand “how the U.N.
works” or conversely “why it doesn’t”, for example to feel some sort of frustration vis-à-vis the
tight procedural and diplomatic rules. The goal is to draft resolutions and to convince fellow
delegates to reach a consensus or compromise on topical issues of the respective U.N. body or
agency. The topics depend on the committees and are drawn from their current agendas. Here are
some examples of recent issues dealt at NMUN and WorldMUN: “Female Infanticide and the
Impact of Development for the Girl Child”, “Indigenous rights”, “Counter-Terrorism Measures”
and “Combating Religious Intolerance”. The latter topic is of particular interest for our Oslo
Meeting, which leads us to the question which contribution MUN conferences may make to
Teaching for Tolerance, Respect and Recognition in relation with Religion or Belief.
III. Contribution of MUN conferences to “Teaching for Tolerance, Respect and Recognition”
in relation with Religion or Belief
This year’s WorldMUN in Sharm-el-Sheikh, Egypt, again simulated the U.N. Commission on
Human Rights and prepared, inter alia, for the issue of the “Elimination of all forms of Religious
Intolerance”. The study guide, which was available four months ahead of conference 4, dealt with
the history and the legal background of this issue and illustrated it with some case studies on the
situation in China, Pakistan and Vietnam. Furthermore, it showed past U.N. actions and referred to
the work of the U.N. Special Rapporteur on Freedom of Religion or Belief and also to the Madrid
Conference in November 2001. Finally, it outlined bloc positions, questions a resolution must
answer and possible solutions, such as the protection of minorities, cooperation with local NGOs,
modification of discriminatory national legislation and long-term preventive steps. With regard to
the role of education and ways to overcome intolerance the study guide concluded:
“Educational programs that teach concepts of respect and tolerance to children at young ages, such as those
suggested by the Special Rapporteur, are a viable possibility. However, respect for other religions could also be
fostered in adults through special centers and educational campaigns. Especially important would be to ensure
that religious leaders themselves foster an atmosphere of tolerance among their followers. Communication
between opposing groups may, in some instances, be a key step toward tolerance.”5
Due to their inclusive and open minded approach MUN conferences may also contribute to
“Teaching for tolerance, respect and recognition” in general. First, each group applies for and is
assigned a country different from their home countries. The educational mission of MUN is to
understand “your” simulated country, its history, concerns and culture, and ultimately to defend its
interests during the simulation. Some participants have admitted that it was not necessarily easy for
them to defend “their” country’s position, which was in several cases contradictory to their personal
points of view. Personally, I recall my first experience in 1998 as the Malaysian representative to
UNHCR at the WorldMUN conference in Brussels, trying to defend the official approaches
concerning Internally Displaced Persons and Human Rights in general; although my personal view
has not changed since it was an important lesson in tolerance.
Second, the learning experience unfolds not only during the actual simulation, which lasts between
four and six days, but also in the preceding preparation phase at home, i.e. lasting some six months.
There is individual and collective research on debated issues as every participant is obliged to draft
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Available online at: www.worldmun.org/2004/committees/committee.php?c=13 .
Cf. Study guide of WorldMUN 2004 Commission on Human Rights, p. 8.
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position papers. These are designed to outline the official position on the topics at issue and they are
sent to the MUN organizers two months before the simulation. Furthermore, there are briefings with
“your” simulated country’s mission both in the home country and with the Permanent Mission to
the U.N. in New York. All these factors may help to enhance the adolescent’s sensitivity for
different cultures, traditions, approaches and for international relations in general, in other words to
experience “Tolerance, Respect and Recognition” at first hand.
Finally, there is a considerable interaction with the other international delegates, both in formal
debate, in the so-called “unmoderated caucus”6 and during social programme, e.g. dinners, country
presentations and the Night of the Arts. My personal participation at six MUN conferences has
resulted in lasting friendships all around the world. There is also interaction with the real U.N., e.g.
the THIMUN Foundation7 which has been granted Roster Consultative Status with ECOSOC and
which has sent a youth delegations to the 2002 World Summit on Sustainable Development in
South Africa and to the 2003 World Summit on the Information Society in Geneva.
IV. Concluding Observations
In my presentation I hope to have alluded at the potential of MUN conferences to support
“Teaching for Tolerance, Respect and Recognition” on secondary education and university levels. It
is relatively easy to set up your own team and participate at one of the numerous simulations
worldwide. However, in the post 9/11-context, problems may arise concerning visa restrictions for
the international participants and concerning fundraising for travel expenses. It is advisable in my
experience to exercise several role plays within the group and to start MUN participation with
regional or national MUN conferences. A list of MUN locations and Internet links is available at:
www.unausa.org . Another helpful website with detailed information on the organization of your
own MUN group is: www.come.to/municips . Please feel free to contact me if you are interested in
further information or practical details on organizing MUN conferences (email to:
michael_wiener@web.de ). Finally, paper copies and additional CD-ROMs of the 2004 WorldMUN
study guide on “Religious Intolerance” are available at the Oslo material exhibition.
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The purpose of such an “unmoderated caucus” is to facilitate substantive discussion outside the rules of formal debate.
Website: www.thimun.org .
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Annex: Handout
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