Interreligious and Intercultural Dialogue in Education

Vila, Roser; Freixa, Montse; Aneas, Assumpta

doi:10.30965/23642807-00602002

Cited by 9 publications

(5 citation statements)

References 14 publications

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“…They ask for openness to difference and the predominance of ethics over dogmatism and towards offering solutions to problems through a critical and participative citizenry. Interreligious dialogue presupposes the willingness to rethink one's own idea in the light of those of others, there by opening the door to mutual enrichment and transformation (Vilà, Freixa & Aneas 2020).…”

Section: Interreligious Dialoguesmentioning

confidence: 99%

“…To eradicate religious intolerance, there is a need to address the problem of perception of otherness, tooted in the collective mind. As far as practical science is concerned, the relationship between religion and the philosophy of education is in the strengthening of values (Vilà, Freixa & Aneas, 2020). The philosophy of education, as far as religion is concerned, can be supported and strengthened by religion in the sense of cementing universal values.…”

Section: Interreligious Dialoguesmentioning

confidence: 99%

“…The development of cognitive competencies related to the knowledge of cultural and religious diversity can be a starting point for overcoming discrimination. Tools for peace and intercultural education are also needed, with a sound pedagogical grounding in the field of ethics education and in values ranging from hospitality (Vilà, Freixa & Aneas, 2020).…”

Section: Interreligious Dialoguesmentioning

confidence: 99%

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Relevance of Interreligious Dialogue Amidst Multiplicity in the Society

Domnic

2023

EJPCR

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Purpose: The study aimed to examine the relevance of interreligious dialogue amidst multiplicity in the society Methodology: The study applied desktop review methodology to gather relevant literature. Findings: We are living in pluralist world, confronted with a supermarket of ideologies and religions. The variety of ideologies particularly religious ideologies and beliefs poses problems when any one of them is regarded as the supreme and absolute truth and the rest of them are considered to be of no use. In the past centuries religious exclusiveness cause enough suffering locally, but today clashes between religious have global repercussions. Today, when the world has attained a great technological progress and scientific achievements, it is disconcerting to say that the people are making disputes in the name of religion. Thousands of people are killed and nations have been divided. In this era of confusion and distressed life, where we grow more afraid than the previous day, afraid of our neighbors, or folks, our society and other’s beliefs. To protect the humanity form this appalling condition the only solution would be interreligious dialogue which is mandatory if not dynamic for everyone to have the understanding of different religions. Recommendations: this study believe that education is the most important thing for smooth education dialogue process. Evidence has shown that interreligious dialogue is one of the paths to build bridges among diverse cultural and religious communities that otherwise would be in conflict.

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Section: Interreligious Dialoguesmentioning

confidence: 99%

Section: Interreligious Dialoguesmentioning

confidence: 99%

Section: Interreligious Dialoguesmentioning

confidence: 99%

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Relevance of Interreligious Dialogue Amidst Multiplicity in the Society

Domnic

2023

EJPCR

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“…Interculturality involves being open to, interested in, curious about, and empathetic towards people from other cultures, and using this heightened awareness of otherness to evaluate one's own everyday patterns of perception, thought, feeling and behaviour in order to develop greater self-knowledge and self-understanding. (Council of Europe 2009a, p. 10) For this reason, intercultural education alongside inter-religious education, as integral life skills starting from early childhood (Vilà Baños et al 2021), appears to be indispensable for both fostering pluralistic interfaith dialogue (Keaten and Soukup 2009), peace and social cohesion and preventing conflicts, as well as radicalization and extremism (Mohagheghi 2004;Abu-Nimer and Smith 2016;Vilà Baños et al 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Hence, in the present article, in addition to some theoretical reflections concerning intercultural education and inter-religious dialogue as a pedagogical challenge in the "culture of encounter", there will be a specific identification and an analysis of all the pedagogical-educational elements of the Document that could prompt teachers and educators to rethink the concept of intercultural and inter-religious dialogue through mutual knowledge. Indeed, through the knowledge of others, including their religious identity, mutual understanding, tolerance, and peace are achieved; therefore, every school curriculum should also have an inter-religious and intercultural dimension (Council of Europe 2007;Vilà Baños et al 2020).…”

Section: Introductionmentioning

confidence: 99%

The Abu Dhabi Document: A Potential Cornerstone for Islamic-Christian Dialogue in Italian Educational Contexts

Cuciniello

2024

Religions

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In Italy, the migratory phenomenon has also had an impact on the school system, becoming an interesting potential field for intercultural and inter-religious encounters. As regards, for instance, the presence of pupils and students and their families of Islamic faith, very frequently, emphasis is placed almost exclusively on specific issues and requests, such as exemption from the teaching of the Catholic religion or specific diet. On the other hand, we rarely discuss how the presence of diverse faiths can create a unique opportunity for mutual knowledge to spread and promote the “culture of encounter”. In fact, engagement with religious others is an unavoidable duty, both pedagogical and civic. Therefore, starting from an analysis of pedagogical-educational aspects of the Document on Human Fraternity for World Peace and Living Together, the aim of this article is to outline a rethinking of the concept of intercultural/inter-religious dialogue, above all as a pedagogical challenge and a preventive measure against extremism, within the broad framework of inclusive citizenship.

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Mindfulness and Religiosity: Four Propositions to Advance a More Integrative Pedagogical Approach

Henning,

Lyndon,

et al. 2024

Mindfulness

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In this commentary article, we critically discuss the need for greater understanding of intercultural and interreligious competence when teaching and applying the practice of mindfulness and contemplative meditation. We start by considering the predominant religious and belief systems that exist worldwide, how each system utilises meditation, and how this meditative practice can be linked to the experience of mindfulness. We then consider how mindfulness can be discussed when taught, through the cultivation of intercultural and interreligious competence. To create a clearer direction in the teaching of mindfulness within the context of interreligious competence, we present four propositions or considerations. We have also put forward a model that suggests mindfulness is a means to achieving greater understanding of self and, thus, more than a clinical tool for ameliorating observable malaise. Moreover, we assert that mindfulness and contemplative meditation practices lie on a continuum that provides the opportunity for self-realisation and optimal states of wellbeing. Our aim is to extend previous discussions on intercultural and interreligious competence as this relates to the practice of meditation. In addition, we continue the philosophical and pedagogical debate to enable teachers and students to optimise the full potential of meditation. In doing so, we create an expansive dialogue to enable teachers and students to engage in a richer and more accepting learning landscape.

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Interreligious and Intercultural Dialogue in Education

Cited by 9 publications

References 14 publications

Relevance of Interreligious Dialogue Amidst Multiplicity in the Society

Relevance of Interreligious Dialogue Amidst Multiplicity in the Society

The Abu Dhabi Document: A Potential Cornerstone for Islamic-Christian Dialogue in Italian Educational Contexts

Mindfulness and Religiosity: Four Propositions to Advance a More Integrative Pedagogical Approach

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