This article is part of broader research on “The Interrelationship of Theology and Praxis in the Context of Sustainable Intercultural and Interreligious Dialogue”1 in which we explore two essential concepts: sustainability and interreligious dialogue. We have narrowed this broader topic to study how facilitation of students’ spirituality in theology study programmes develops an environment for sustainability of interdenominational/interreligious dialogue. We provide a theoretical glimpse into research from theology, pedagogy, and spirituality. Our future research process will be based on our findings. One of the current challenges is globalization, which coincides with diversification of cultural norms and moral values. The sustainability provision for our home – Earth – suggests new ways to achieve common solutions, not only economically (prosperity) and politically (peace and stability), but also religiously (justice and solidarity) in terms of current changes. But, looking deeper, theology is searching for new definitions for traditional concepts such as “my neighbour”, “creation”, and “community of believers”. Bert Roebben states that the Christian community (and the global community as a whole) needs to find means to “grow in a common humanity” (Roebben, 2018). In this article, we reflect on how a spiritual approach can be methodologically integrated into theology studies to promote spiritual growth and establish sustainable interreligious dialogue: What type of theology should create the foundation of theology study programmes to promote students’ spirituality as a prerequisite for sustainability? How does spirituality promote sustainability of interdenominational/interreligious dialogue? Research methodology combines hermeneutic insights on conditions for sustainability of interdenominational/interreligious dialogue, its theological foundations, spiritual practice as a pedagogical basis, and the possibility for implementing sustainable dialogue support mechanisms in theology study programmes. Theology study programmes that promote student spirituality develop an environment for sustainable interdenominational/interreligious dialogue.
Supporting a sustainable world in a situation of war is the background to this study. Additionally, interdisciplinarity forms a part of the dialogical ecosystem of searching for suitable solutions in a complex reality. For such purposes, in this contribution, the co-authors reflect on an actual instance of war. The first author provides a theological, socio-political and philosophical framework for an understanding, based in realism, of the relationship between theology and politics. The second author provides a first-hand case description from Riga, Latvia, of a politically-linked ecumenical project to assist Ukrainian refugees from the Russian invasion.
The publication offers research and the obtained results on an alternative way of organizing the study process – an out-of-practice internship, within the framework of which the spiritual well-being of the students of the Faculty of Theology (TF) is improved. Spirituality is one of the components that ensures the sustainability of interfaith / intercultural dialogue. Further components include an inclusive learning environment that promotes the development of individual spirituality and spiritual well-being; the dialogical practice of participating in interfaith dialogue, which allows the articulation of the “core identities” of different (non)religious traditions and the acceptance of “dignified disagreements” between different worldviews, is spiritually transformative. The focus of dialogue is based on such principles. It is not founded in the formation of common views, but instead – on the mutual enrichment of each other’s experience, which promotes the individual spiritual growth of each participant in the study process. A set of spiritually transforming and otherness-promoting pedagogical methods was tested in August 2019 at the University of Latvia (UL) TF field trip – an applied theology training practice “Sandbija 2019”, Sweden. During the approbation process, a quasi-pedagogical experiment was performed with a mixed research methodology – two measurements of the spiritual well-being of the research participants (before and after the pedagogical intervention) were performed, supplemented with qualitative data (participants’ diary entries) to explain the quantitative data. The results of the study reveal that the internship programme, which was developed according to E. J. Tisdella’s principles, improves participants’ spiritual well-being and is positively assessed by students.
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