International Handbook of Inter-religious Education (International Handbooks of Religion and Education, 4)

This Handbook has the potential to redress the distortion of information about particular religions, to add to understanding about what religions have in common, and to suggest how they can work together for justice and peace. In the present day there is a vital resurgence of interest in religions, with new movements emerging from long established religious traditions. There is also, around the world, a growing sense of the need to preserve indigenous religions, even when these have accommodated to imported traditions. The Handbook gives a voice to this resurgence of interest, and addresses inter-religious education from a range of religious viewpoints and contexts. The publication is very timely especially in light of the need for religions of the world to together contemplate and actively promote human rights, social justice and peace, for religions have a specific mandate for this. Front Matter....Pages i-xxvii Front Matter....Pages 1-4 Religious Pluralism and the Paradigm....Pages 5-24 Enlightenment’s Wake: Religion and Education at the Close of the Modern Age....Pages 25-40 Interreligious Education and the Question of Truth....Pages 41-55 Philosophical Reflections on Dialogue....Pages 57-72 The Search for a Common Epistemological Ground Within the Inter-religious Framework: A Concept-Centered Approach....Pages 73-83 Toward a Theoretical Framework for Participating in Interreligious Dialogue and Education....Pages 85-101 Interreligious Dialogue: Ecumenical Engagement in Interfaith Action....Pages 103-122 Many Mansions: East and West in the Roman Catholic Communion....Pages 123-140 Religious Education in United States’ State Schools....Pages 141-153 Civilising Religion....Pages 155-173 With Beating Hearts and Earnest Purpose: The Heritage of the Women Delegates’ Speeches to the World’s Parliament of Religions....Pages 175-190 Educational Encounters and Interreligious Education: A Latvian Case Study for Expanding the Borders of Hospitality....Pages 191-203 Religious Foundations of Education: Perspectives of Muslim Scholars....Pages 205-220 Wisdom ( Hikmah ) as a Holistic Basis for Inter-religious Education....Pages 221-234 Islamic Education in the West: Theoretical Foundations and Practical Implications....Pages 235-248 Envisioning Family Ecosystems Perspective for Interreligious Education: A Christian View....Pages 249-263 Religious Pluralism and Dialogue/Interreligious Dialogue 1 ....Pages 265-280 Front Matter....Pages 281-290 Can We Still Teach ‘Religions’?: Towards an Understanding of Religion as Culture and Orientation in Contemporary Pedagogy and Metatheory....Pages 291-311 Bridging Christianity, Islam, and Buddhism with Virtue Ethics....Pages 313-324 Oriental Philosophy and Interreligious Education: Inspired by Toshihiko Izutsu’s Reconstruction of “Oriental Philosophy”....Pages 325-339 Front Matter....Pages 281-290 Developing Pedagogies for Inter-religious Teaching and Learning....Pages 341-359 Dialogical Education for Interreligious Engagement in a Plural Society....Pages 361-376 Promoting Interfaith Education Through ICT – A Case Study....Pages 377-388 Learning and Life-Modelling in the Critical Community: Educating University Students for Inter-religious Engagement....Pages 389-402 Envisioning the Possibilities for Inter-religious Dialogue in Christian Colleges in Asia: The Case of Chung Chi College in Hong Kong....Pages 403-414 Self-Understandings of RE Teachers in Structural Identity Consultation, 1 Contributing to School Identity in a Multifaith Context....Pages 415-424 Informing the Pedagogical Practice of Interreligious Education: Critical Social Science Directions....Pages 425-440 An Inter-religious Basis for a Denominational Religious Education: A Paradox?....Pages 441-455 Finding a Way Forward: Interreligious Education and Religious Education in Aotearoa New Zealand....Pages 457-478 Is Difference Good for Us? A Report on the Hampshire and Its Neighbour’s Social Cohesion Project, UK....Pages 479-496 Contact as a Means of Inter-religious Engagement: The Role of Religious Culture in Peace-Building Activities....Pages 497-512 Learn Young, Learn Fair. Interreligious Encounter and Learning in Dutch Kindergarten....Pages 513-527 Using Contextual Approach for Preparation of the Syllabus for Inter-religious Learning....Pages 529-548 Multifaith Multicultural Youth Mentoring: Young People Creating a New Agenda for a Diverse Australia....Pages 549-571 Balancing the Particular and the Universal in Inter-religious Education....Pages 573-589 Front Matter....Pages 591-595 The Maze of Tolerance....Pages 597-615 Memory as a Key Concept in Inter-religious Education....Pages 617-625 Competences in Inter-religious Learning....Pages 627-640 Education for Peace as a Dimension of Inter-religious Education: Preconditions and Outlines....Pages 641-658 The Role of Inter-religious Education in Fostering Peace and Development....Pages 659-672 Front Matter....Pages 591-595 Reflecting on the 1893 Parliament of the World’s Religions: The Continuing Challenges for the Interreligious Movement....Pages 673-682 Muslims, Catholics and the Common Purpose of Justice and Peace....Pages 683-694 Improving Relations with Islam Through Religious and Values Education....Pages 695-707 A Common Word: Building Global Goodwill....Pages 709-727 Fanaticism, Fundamentalism and the Promotion of Reflexivity in Religious Education....Pages 729-741 The Gülen Educational Movement and Its Contribution to Global Peace and Tolerance....Pages 743-758 Peace Education in Multiethnic/Religious Settings: NESNIM as a Possible Model....Pages 759-777 Interreligious Education and Dialogue in Japan....Pages 779-804 Towards New Taxonomies of Responsibility and Hope: An Introduction to the South African Policy on Religion and Education (2003)....Pages 805-825 Education for Peace: The Indian Context....Pages 827-842 A House Divided: The Eastern Churches – Catholic and Orthodox....Pages 843-860 Front Matter....Pages 861-864 The European Secularisation of Citizenship....Pages 865-882 Education, Citizenship and Teaching Religion in an Age of Empire: A Historical Perspective....Pages 883-896 Religious Education and Religious Freedom in Russia....Pages 897-917 Education for Human Rights, Inter-cultural and Inter-religious Dialogue: The Role of UNESCO....Pages 919-932 The Totalitarian Imagination: Religion, Politics and Education....Pages 933-947 Avoiding an Obvious Conflict? ‘Religion–Neutrality’ in Human Rights Education in Europe....Pages 949-969 Faithful Brokers? Potentials and Pitfalls of Religion in Peacemaking....Pages 971-989 Religious and Human Rights Literacy as Prerequisite for Interreligious Education....Pages 991-1015 Diversity, Epistemology and Dialogue in Citizenship and Human Rights Education....Pages 1017-1035 Front Matter....Pages 861-864 Models of Religious Education in the Muslim World: Current Developments and Debates on How to Teach Religion and Ethics in Public Schools....Pages 1037-1051 The Impact of Religious Diversity and Revitalisation on Inter-religious Education for Citizenship and Human Rights....Pages 1053-1069 Children’s Right to Religion and Religious Education....Pages 1071-1086 Education for Peace: Exploring the Margins of Human Rights and Religion....Pages 1087-1104 The Right to Inquire into the Religious....Pages 1105-1120 Religious Diversity and Education for Democratic Citizenship: The Contribution of the Council of Europe....Pages 1121-1151 Erratum....Pages E1-E1 Back Matter....Pages 1153-1175 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. Section one of this "International Handbook" attends to the philosophical and theoretical aspects of inter-religious education. The authors who contribute to this section critique current religious educational practice and offer skills, information and criteria for theory building in the area of inter-religious education. Among the contributors to this section of the "International Handbook", one is from the United Kingdom, five are from the Untied Statures of America, two from Africa, and there is one contributor from each of Canada, Latvia and Norway. Two contributors are