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.

Brings together a very wide range of chapters from academics from many countries and religious traditions

Very timely in light of the religious divisiveness that can be present in the contemporary world and in light of the World Parliament of Religions to be held in Melbourne, Australia in 2009

The first time that such a group of scholars has addressed itself to this issue in a co-ordinated way

Represents the current scholarship of inter-religious education from an international perspective and provides direction for its future

Klappentext

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.

Inhalt
SECTION 1. Introduction to section one; Gloria Durka .- Religious Pluralism and the Paradigm.- Evelina Orteza y Miranda.- Enlightenment's Wake: Religion and Education at the close of the Modern Age; L. Philip Barnes.- Interreligious Education and the Question of Truth; Brendan Carmody.- Philosophical Reflections on Dialogue ; John L. Elias.- The Search for a Common Epistemological Ground within the Interreligious Framework: A concept-centred Approach; I.L. Hacinebioglu.- Towards a Theoretical Framework for Participation in Interreligious Dialogue and Education; Joseph H. Ehrenkranz and David L. Coppola.- Interreligious Dialogue: Ecumenical Engagement in Interfaith action ; Douglas Pratt.- Many Mansions: East and West in the Roman Catholic Communion; Paul E. Bumbar.- Religious Education in U.S. State Schools; Gabriel Moran.- Civilizing Religion;Trond Enger.- With Beating Hearts and Earnest Purpose: the Heritage of the Women Delegates' Speeches to the Worlds' Parliaments of Religions; Lucinda A. Nolan.- Educational Encounters and Interreligious Education: A Latvian Case Study for Expanding the Borders of Hospitality;Dzintra Iliko.- Religious Foundations of Education: Perspectives of Muslim schools; Hamid Reza Alavi.- Wisdom (Hikmah) as a Holistic Basis for Interreligious Education; Mehmet Önal.- Islamic education in the West: Theoretical Foundations and Practical Implications; Amjad Hussain.- Envisioning Family Eco-system Perspectives for Interreligious Education: A Christian View; Anthony M. Ozele.- Religious Pluralism and dialogue/ Interreligious Dialogue ; Evelina Orteza y Miranda.- SECTION TWO. Introduction to section two;Marian de Souza.- Can we still teach 'religions'? Towards an understanding of religion as culture and orientation in contemporary pedagogy and metatheory; Paul Hedges.- Bridging Christianity, Islam and Buddhism with Virtue Ethics; Richard Wade.- Oriental philosophy and inter-religious education: inspired by Toshihiko Izutsu's reconstruction of 'Oriental Philosophy'; Yoshiharu Nakagawa.- Developing pedagogies for inter-religious teaching and learning; Peta Goldburg.- Dialogical education for inter-religious engagement in a plural society; Charlene Tan.- Promoting inter-faith education through ICT: A case study; Zehavit Gross.- Learning and life-modelling in the critical community: educating university students for inter-religious engagement; Majella Franzmann & Toni Tidswell.- Envisioning the possibilities for inter-religious dialogue in Christian colleges in Asia the case of Chung Chi College in Hong Kong; Peter Tze Ming Ng.- Self-understandings of religious education teachers in structural identity consultation: contributing to school identity in a multi-faith context; Cok Bakker and Ina ter Avest.- Informing the pedagogical practice inter-religious education: Critical Social Science directions; Leona English.- An inter-religious basis for a denominational religious education: a paradox?; Adrian Gellel.- Finding a way forward: inter-religious education and religious education in Aotearoa, New Zealand; Kevin Wanden and Lyn M. Smith.- Is difference good for us? A report on the Hampshire and its neighbours' social cohesion project, UK; Clive Erricker.- Contact as a means of inter-religious engagement: the role of religious culture in peace-building activities; Yaacov Boaz Yablon.- Learn young, learn faith: inter-religious encounter and learning in Dutch kindergarten; K.H. (Ina) ter Avest and Siebren Miedema.- Using a contextual approach for preparation of the syllabus for inter-religious learning; Pille Valk.- Multi-faith multicultural youth mentoring: young people creating a new agenda for diverse Australia; Nadine Liddy.- Balancing the particular and the universal in inter-religious education; Afroza Nanji.- SECTION THREE. Introduction to Section three: Inter-religious Education for Social Justice and Peace; Kath Engebretson.- The Maze of Tolerance; Geir Afdal.- Memory as a Key Concept in Inter-religious Education;Reinhold Boschki.- Competences in Inter-religious learning; Stefan Altmeyer.- Education for Peace as Dimension of Inter-religious learning; Karl Ernst Nipkow.- The role of Inter-religious Education in Fostering Peace and Development; Eunice Kamara.- Reflecting on the 1893 Parliament of the World's Religions: The Continuing Challenges for the Inter-religious Movement; Des Cahill.- Muslims, Catholics and the Common Purpose of Justice and Peace; Kath Engebretson.- Improving Relations with Islam through Religious and Values Education; Terence Lovat.- A Common Word: Building Global Goodwill; Barney Zwartz.- Fanaticism, Fundamentalism and the Promotion of Reflexivity in Religious Education; Wilna Meijer.- The Gülen Education Movement and its Contribution to Global peace and Tolerance; Ismail Albayrak.- Peace Education in Multi- ethnic/multi- religious Settings. NESNIM as a Possible Model; Emmanuel Kallarackal.- Inter-religious education and dialogue in Japan; Dorothea Filus.- Towards new taxonomies of responsibility and hope: An introduction to the South African Policy on Religion and Education; Pau…