Beyond Essentialist Interreligious Education: Insights with a Whiteheadian Perspective of Multiplicity

Abstract

In the late twentieth century, interreligious education emerged as a way to transform one’s attitude toward other religions and reduce religious prejudice. This article addresses the philosophical aspects of this practice, in particular the problems that arise when an essentialist approach is accommodated. The problems include the why (philosophical rationale), the who (subject and participant), the what (content), and the future (purpose). In response, the author explores how a relational approach grounded in a Whiteheadian philosophy of multiplicity would allow us to understand interreligious education differently. The article finds that a relational approach can help us imagine and embody interreligious education in a more humanizing, inclusive, and transformative way.

Drawing on the Implications of Indonesia's Founding Father's Transformative Theological Practice for the Development of Inclusive Education for Students

“…Educational Institutions design, control, evaluate and simultaneously develop these objectives, policies, and programs in a comprehensive, authentic, systemic, and sustainable manner. (Al Qurtuby, 2020;Alkouatli, 2018;Lee, 2019;Muralidharan et al, 2022;Santi, 2018) In terms of supporting texts for education, textbooks, both religious education books, social science books, and textbooks in general must have religious moderation content. In terms of process, the presence of teachers and students from various ethnic and religious backgrounds is a way to build an inclusive life process (Niemi, 2018;Sabic-El-Rayess, 2020;Suparjo et al, 2021).…”

Karateristik Pendidikan Inter-Religius Dalam Al-qur’an

“…Pendidikan antarbudaya, seperti yang didefinisikan oleh Milton Bennett sebagai proses "memperoleh kesadaran yang meningkat akan konteks budaya subyektif (pandangan dunia), termasuk milik sendiri, dan mengembangkan kemampuan yang lebih besar untuk berinteraksi secara sensitif dan kompeten di seluruh konteks budaya baik sebagai jangka pendek maupun jangka panjang." (UNISCO, 2006) Joung Chul Lee dalam artikelnya menjelaskan bahwa pendidikan interreligius adalah: (a) belajar bersama ; (b) untuk hidup bersama ; dan (c) dengan bertukar perspektif agama satu sama lain (Lee, 2019). Pertama, inti dari pendidikan inter-religius adalah belajar bersama.…”