Interfaith Education for All: Theoretical Perspectives and Best Practices for Transformative Action

Description

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. Front Matter ....Pages i-ix Introduction (Duncan R. Wielzen, Ina Ter Avest)....Pages 1-17 Front Matter ....Pages 19-19 The Concept and Conceptions of Interfaith Education with Neighbour Concepts (Siebren Miedema)....Pages 21-30 Interreligious Education (Johannes Lähnemann)....Pages 31-43 Religious Literacy, Interfaith Learning and Civic Education in Pluralistic Societies (Abdullah Sahin)....Pages 45-53 Recalibrating Islamic Religious Education (IRE) in Muslim-Minority Communities (Sergio Saleem Scatolini)....Pages 55-66 Leading Intentions of Interfaith Education Conceived as Citizenship Education (Aad De Jong)....Pages 67-81 Communicating Qur’anic Texts (Mualla Selçuk, Ina Ter Avest)....Pages 83-93 Front Matter ....Pages 95-95 Hikmah Pedagogy (Suhailah Hussien, Rosnani Hashim, Nazatul Akmar Mohd. Mokhtar)....Pages 97-106 Hikmah for Interconvictional Dialogue in Belgian Primary Schools (Naïma Lafrarchi)....Pages 107-121 Interfaith Education and Dutch Islamic Schools (Leendert W. Van, Der Meij)....Pages 123-136 Diversity is The Key to Peace (Ismail Taspinar, Ina Ter Avest)....Pages 137-146 Integrated Religious Education to Promote Dialogue In Inter-Worldview Education (Heidi Rautionmaa, Arto Kallioniemi)....Pages 147-158 Interfaith Education for Kids (Victoria Michela Garlock)....Pages 159-174 In Retrospect – Children’s Voices on Interreligious Education (Ina Ter Avest, Duncan R. Wielzen)....Pages 175-188 A Case for Expanding Multi-Faith Religious Education: Scotland (Fiona Tinker)....Pages 189-199 Pioneering Interreligious Education in the Gambia (Jessica Bouva, Duncan R. Wielzen)....Pages 201-214 Interfaith Education ‘Under Construction’ (Madhuri Doerga, Sandra De Ruiter, Ina Ter Avest)....Pages 215-224 Front Matter ....Pages 225-225 Worldview Education (John Valk)....Pages 227-242 A Model of Reflection for Merging Theory and Practice in Interfaith Education (Ryan S. Gardner)....Pages 243-256 Embracing Diversity (Ursula Günther)....Pages 257-271 Epilogue (Ina Ter Avest, Duncan R. Wielzen)....Pages 273-275 Back Matter ....Pages 277-282