Education For Interreligious Dialogue

The increasing plurality of religions and world-views in western society has major implications for religious communication in both public and private settings. This study is an important step in an exploration of the consequences of this religious plurality for religious education in primary education. The chief concern of this study is the following question: To what extent is a pedagogic model in which pupils are encouraged to participate in an interreligious dialogue adequate for coping with this religious plurality? To address this question, the author discusses the following research questions: what are the cognitive, the affective and the attitudinal effects of the interreligious model for religious education, and can this model be legitimised? These questions are considered in the context of a discussion of the meaning of religion and an elaboration of the aim of religious education within the context of a secularized and multicultural society.

Living together in the midst of diversity is an issue of pivotal importance all over the world, in particular for people involved in the education of the younger generation. The search intended in this publication is to find the means to go beyond mere tolerance of differences. Education as envisioned in this book engages learners in active citizenship and enables pupils and students – young people – to transform their social environment. Learning about the other, and – to a certain extent – appreciating the other’s perspective, together with acquiring dialogical skills are key elements for learning to live together with people from different cultural backgrounds and with diverse religious and secular worldviews. Hence, faith development, dialogicality and citizenship are central themes in this publication. This book brings together the latest insights and ‘best practices’ available in the fields of religious education from around the world, which are reflected upon by distinguished scholars in the field. The input provided by the three parts of this book will give every educator further food for thought, be it in the classroom, at home or in leisure activities. The diversity approach of this book is mirrored in the composition of the team of editors. Duncan Wielzen is a theologian with research interest in religious education in plural societies; Ina Ter Avest is a psychologist with a focus on the intersectionality of psychology, culture and religion. The focus of both editors is on (inter)faith education, its implication and further development.

The growth of secularisation, pluralism and globalisation have placed the West's traditional monoreligious education under pressure. Christianity no longer possesses a privileged position in Western Europe. Since the 1970's, a number of scholars have been trying to formulate an answer to this question of multireligiosity by developing a multireligious concept of religious education. As both a critique on, and alternative for, the multireligious model, scholars in the 1990s developed the interreligious model of religious education. This aproach distinguishes itself from monoreligious pedagogy through acknowledging plurality among the pupils as both a part of departure and as a possible end result of religious education. Moreover, it openly approaches the plurality of religions and worldviews as a learning opportunity. Religious education thus becomes a place of encounter and dialogue between different religious convictions. Interreligious learning further distinguishes itself from the multireligious model by overcoming a purely objective representation of the multitude of religions. In the interreligious model, students are not only informed, but are introduced to the cognitive and value commitments underlying the different religions, giving them the opportunity to enrich and develop their own personal religious identity. The teacher takes an explicit and particular religious (Christian) standpoint, but also tries to bring in other committed religious and philosophical voices. The interreligious model aims to teach students that holding a proper religious identity while having an openness to the religious other is not necessarily self-contradictory. What is more, that authentic religiosity is able to welcome the other in his/her vulnerability and strength as a witness to God. In this volume, scholars from various disciplines (theology, pedagogy, psychology and ethics) and from different religious backgrounds (Jews, Christians and Muslims) face up to a total of ten challenges related to interreligious learning. Challenges that may act as obstacles to the acceptance of this possible new paradigm for religious education.

This publication representing substantively the doctoral dissertation of Rev. Fr. Patrick Chinedu Mbarah examines the implication of education for interreligious dialogue. He believes that education has a paramount role to play in advancing interreligious dialogue. Focusing on Archdiocese of Owerri Nigeria, he evaluates the situation at hand in the light of the relationship existing among the different religions; Islam, Christianity, African Traditional Religion and some of the New Religious Movements. He insists that education will help in the promotion and progress of dialogue among the different religion frontiers. The book argues that education for interreligious dialogue is not optional; instead, it is a necessity and an obligation in the Nigerian context. The book highlights the importance of catholic education and how the various channels existing in the archdiocese of Owerri could be used as veritable means of formation of the people to understand the teaching of the Church on interreligious relations with people of other faith traditions. Furthermore, the book presents a concrete proposal of an Interreligious Dialogue Directory for the application of principles and norms for the education of people for a mutual coexistence with followers of other religious traditions in Owerri Archdiocese, Nigeria. It is meant for the education of people at different levels, pastoral agents, catechists, priests, religious and lay faithful. It also addresses schools, especially Secondary and Tertiary institutions.

This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value. The development of this Handbook rests on the f- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about sp- itual systems that reject violence and the individualistic pursuit of economic and political gain, and call their followers to compassion for every human being. It also seeks to lead students to an awareness that the followers of religions across the world need to be, and to grow in, dialogical relationships of respect and understa- ing. An essential aim of interreligious education is the promotion of understanding and engagement between people of different religions and, therefore, it has great potential to contribute to the common good of the global community. Interreligious education has grown from the interfaith movement, whose beg- ning is usually identi?ed with the World Parliament of Religions held in Chicago in 1893. This was the ?rst time in history that leaders of the eastern and we- ern religions had come together for dialogue, and to consider working together for global unity.

In the face of competing religious claims in our shrinking world, many turn to dialogue as a hopeful way of fostering understanding and reducing violence. But why does actual dialogue so often fail? This provocative study investigates the possibilities and limits of interreligious dialogue. By showing the significant obstacles for dialogue within Christianity, the book also proposes ways in which these obstacles may be overcome from within. Major themes include Humility, Conviction, Interconnection, Empathy, and Generosity.

In Asian context.

In Teaching Interreligious Encounters, Marc A. Pugliese and Alexander Y. Hwang have gathered together a multidisciplinary and international group of scholar-teachers to explore the pedagogical issues that occur at the intersection of different religious traditions. This volume is a theoretical and practical guide for new teachers as well as seasoned scholars. It breaks the pedagogy of interreligious encounters down into five distinct components. In the first part, essays explore the theory of teaching these encounters; in the second, essays discuss course design. The parts that follow engage practical ideas for teaching textual analysis, practice, and real-world application. Despite their disciplinary, contextual, and methodological diversity, these essays share a common vision for the learning goals and outcomes of teaching interreligious encounters. This is a much-needed resource for any teacher participating in these conversations in our age of globalization and migration, with its attendant hopes and fears.