Interreligious Dialogue Models

How did the Prophet Muhammad (pbuh) converse and engage with other religious believers? Did he start off with prejudice and mistrust? Or was he convivial and open-minded? This book analyses six models of the dealings in the lifetime of the Prophet Muhammad (pbuh), specifically, but not restricted, to the siblings of Abrahamic religious believers. The six models of dialogue analysed in the book are dialogue with Ashamah, Najashi of Abyssinia, delegation of Najran Christians, different Jews of Yathrib, and emperors of Byzantine and Sassanid. The analysis applies Ibn Khaldun’s (d. 1406) historical approach which the author termed as Khaldunian Hermeneutics due to the similarity between his ideas to that of Johann Gustav Droysen (d. 1884), a German philosopher, in historical hermeneutics. As such, the analysis goes beyond the dialogue content, taking into consideration the immediate and larger contextual settings, and changes of the contexts due to the passage of time. It critically considers the suitability of each model due to the difference in times and contexts. The book serves as a reference for Muslim dialogue advocates and practitioners, to provide substantial evidence of the dialogue application by the role model of Muslims – the Prophet Muhammad (pbuh) whom they hold very dear to their hearts.

How did the Prophet Muhammad (pbuh) converse and engage with other religious believers? Did he start off with prejudice and mistrust? Or was he convivial and open-minded? This book analyses six models of the dealings in the lifetime of the Prophet Muhammad (pbuh), specifically, but not restricted, to the siblings of Abrahamic religious believers. The six models of dialogue analysed in the book are dialogue with Ashamah, Najashi of Abyssinia, delegation of Najran Christians, different Jews of Yathrib, and emperors of Byzantine and Sassanid. The analysis applies Ibn Khaldun’s (d.1406) historical approach which the author termed as Khaldunian Hermeneutics due to the similarity between his ideas to that of Johann Gustav Droysen (d. 1884), a German philosopher, in historical hermeneutics. As such, the analysis goes beyond the dialogue content, taking into consideration the immediate and larger contextual settings, and changes of the contexts due to the passage of time. It critically considers the suitability of each model due to the difference in times and contexts. The book serves as a reference for Muslim dialogue advocates and practitioners, to provide substantial evidence of the dialogue application by the role model of Muslims – the Prophet Muhammad (pbuh) whom they hold very dear to their hearts.

Too often interfaith dialogue is generic and unfocused. Often it involves 'liberals' from each tradition coming together to criticize the 'conservatives' in their own traditions. This book provides a model for interfaith dialogue that challenges very directly the 'dialogue industry'. This book involves a Christian theologian in deep conversation with a Muslim theologian. Bediuzzaman Said Nursi (1877-1960) was born at the end of the Ottoman Empire and lived through the emergence of an aggressive secular state. He had to think through, in remarkably creative ways, the challenge of faith within a secular environment, the relationship of faith and politics, and the implications and challenge of diversity and difference. His entire project is captured in his magnum opus 'The Risale-i Nur'. In the first eight chapters of this book, we engage closely with the thought of Nursi and tease out insights that Christians can learn from and accommodate. Having established the method, the second section of the book examines the precise implications for the interfaith movement. The problem with the interfaith movement is that it is an act of western cultural imperialism - they are taking the individualist assumptions of modern America and imposing them on the conversation. The problems with John Hick's and Leonard Swidler's approach are exposed. Moving out from Islam, the book then demonstrates how the model of interfaith changes when Christians are in conversation with Hinduism in India. A new set of Dialogue Ten Commandments are suggested. The book concludes with an appeal for a commitment to include and reach the 'conservatives' in the major religious traditions.

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.

In the emerging fields of religious and interreligious peacebuilding, the question of monitoring and evaluation is a challenging, yet necessary process. The need to develop comprehensive yet fitting evaluation models for religious and interreligious peacebuilding is not only important for donor interests, but also critical as a means of documenting and learning for peacebuilders themselves. Theories and best practices in monitoring and evaluation have become prevalent in many fields, yet the amount of literature on evaluating intercultural and, especially, religious and interreligious projects remains scant in comparison. This volume offers a unique contribution that not only looks at several of the challenges and implications faced by religious and interreligious peacebuilders but also provides concrete examples of new models and tools for monitoring and evaluating religious and interreligious peacebuilding projects. In doing so, this volume serves as a tool and point of reference for individuals and organizations developing and implementing interreligious dialogue and peacebuilding projects.

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.

This invaluable volume gathers together the cumulative insight of more than fifty years of Leonard Swidler's work on dialogue. The founder and president of the Dialogue Institute, Swidler offers through experience and research his theory and tools of interreligious, intercultural, and international dialogue.

This book is an attempt to contribute to interfaith-dialogue initiatives spearheaded by the Catholic Church with Zen, one of the major and fast-growing spiritual traditions in East Asia. In recent years, the Catholic Church has emphasized the importance of interfaith dialogue in its missionary activities and has encouraged all to take part actively. The number of conferences organized, discussions held, and articles written on interfaith dialogue has escalated. However, interfaith dialogue remains mostly in the realm of specialists. The majority of ordinary believers/laity have not yet become part of interfaith-dialogue activities. Many are unaware of such activities because often they don't take place where ordinary people spend their daily lives. Others shy away because interfaith-dialogue activities are too specialized. But Joseph's experience growing up in a multireligious context in India taught him that the participation of ordinary believers is necessary if interfaith dialogue is to achieve its intended results. Christian - Zen Dialogue focuses on narratives of faith in Christianity and Zen. Can these sacred stories--gospel stories of Jesus and Chan/Zen stories (K_ans)--be a starting point for dialogue between the two faiths? The book focuses on two aspects: First, what model of interfaith dialogue can help Catholics and Zen followers of all walks of life engage in faith dialogue while remaining in their own life situations? Second, how can they make use of the common elements found in their narratives of faith as the most appropriate starting point for dialogue between them? To achieve the intended results, Joseph applies the hermeneutic phenomenological approach of Paul Ricoeur.