The relationship between religious education and intercultural education

Johannessen, Øystein Lund; Skeie, Geir

doi:10.1080/14675986.2018.1540142

Cited by 18 publications

(15 citation statements)

References 20 publications

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“…In order for religion to be properly positioned in society and education, it is necessary to recognize and acknowledge the positive potential that is intrinsic to all religions, which justifies the inclusion of religious education in the education system, although opinions on that topic also differ (White 2004(White , 2005Wright 2004Wright , 2005. Equally important are the questions regarding differences and the relationship between intercultural education and religious education (Johannessen and Skeie 2019). Religion holds an important place in a multicultural society, as evidenced by interreligious encounters that already exist at different levels.…”

Section: Discussionmentioning

confidence: 99%

Multicultural Society as a Challenge for Coexistence in Europe

Malović

Vujica

2021

Religions

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The aim of this article is to show that the intercultural way of education, which includes the interreligious dimension, is a fundamental way to create and maintain conditions for coexistence in a multicultural society. The background of this claim is represented in the belief that the starting point of every encounter with the other and the different should be the human being and its experience of humanity, not an intellectual polemic about doctrines and ideologies. Schools are particularly suitable for such a more personal manner of dialogue. The topic is discussed primarily in a philosophical way from a Christian (Catholic) perspective. The context of reflection is the European society marked by Christianity, secularization and, increasingly, Islam. Croatia is also mentioned, as the issue of multiculturality is becoming increasingly topical there. The context of cultural pluralism is presented first. Then, the necessity of dialogue based on the experience of everyday life is highlighted. The next section is focused on the analysis of the multicultural society’s need for values that are acceptable for all members of society in order to maintain social peace and mutual respect and cooperation. The following chapter deals with the difficulties and challenges of dialogue. Then, the section after that presents an analysis of the fundamental European documents that provide crucial guidelines for understanding religious and cultural pluralism and the role of religions in a multicultural and multireligious society as values on which society should be built. Finally, the place and role of religious education is discussed as a vital and unavoidable factor in co-creating the preconditions for appropriate coexistence in a multicultural society.

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Section: Discussionmentioning

confidence: 99%

Multicultural Society as a Challenge for Coexistence in Europe

Malović

Vujica

2021

Religions

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“…This is one of the reasons why intercultural education is important to study, not only in middle school but also in higher education (Aguado & Malik, 2009). Intercultural education is related to community life at the national and global levels (Johannessen, & Skeie, 2019) and multicultural education is often used interchangeably (Brömssen & Olgaç, 2010). UNESCO and the European Council use the term intercultural, whereas in the US, Canada, and Australia, the term multicultural education is often used (Jackson, & Grady, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

The Conception of Intercultural Learning Media and Education

Winoto

2020

IJMMU

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Conflicts and violence occur in various regions of Indonesia. It due to a lack of mutual understanding and respect between one group to other. Intercultural education was needed to build communication and understanding diversity. This article aims to explain the perceptions of students and educators regarding intercultural education. The research design used a qualitative method. Informants were 40 respondents. In this study,the survey instruments used interviews and questionnaires which contained 3 main components. Data analysis used coding and categorization. Data analysis used interactive analysis which includes data collection, data reduction, and verification to find general patterns. Data validation used the method triangulation by checking through interviews with the respondents.The result showed the most students considered that the direction of intercultural learning was to develop knowledge and sensitivity to social reality. Intercultural learning digitally becomes an opportunity and a challenge. We could utilize learning technology,innovative and creative methods, the efficiency of learning time, provide new perspectives on intercultural learning digitally. Digital media visualized themes and made learning more concrete. Students’ sense of meaning difference increased as a necessity. Differences in background, culture, thought, behavior, environment, level, and religion did not become a problem for students in interacting and communicating.

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“…Various indicators have shown that the enthusiasm of Muslim communities to practice their religious teachings is increasing (Johannessen and Skeie 2019;Nashir and Jinan 2018;Chaplin 2018). The religion which in the past tended to be a marginal issue was now changing.…”

Section: Islamic Values and The Spiritual Needs Of Modern Societiesmentioning

confidence: 99%

“…Religious education has a long history of being a school subject that is influenced by differences in national cultural and religious heritage. However, over the past half-century strategies have been developed to address the issue of religious diversity and world views (Johannessen and Skeie 2019). Religious education may be the subject where sociocultural differences are most visible and where the challenges of diversity are tested.…”

Section: The Legal Status Of Islamic Education In Indonesiamentioning

confidence: 99%

Transmission of Islamic Values in Public School: A Study at State Senior High School 5 Yogyakarta

Suyatno

Hayati

Wantini

2020

j. of soc. sci. and relig.

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The process of transmitting Islamic values to the younger generation remains an appealing study as Indonesia is a country with the largest Muslim population in the world. Unfortunately, previous studies on this topic focused more on the process of transmitting these values through formal and informal religious based educational institutions. This research took a unique position to study the Islamic values transmission within non-religious based public school. This qualitative research employed the case study approach to examine the process of instilling Islamic values in public schools. Data were collected through in-depth interviews, observation, and study of relevant documentation. The collected data were analyzed using the inductive interactive techniques of the Miles and Huberman models. This study showed that 1) the values of iman-taqwa (faith-piety) and akhlaq mulia (good morals) were an important embodiment of affection-based educational programs in schools. 2) These values were instilled by the school through a habituation process, supported by the function of the principal and teachers as role models and the important role of Rohis (Islamic organization). The inculcation of Islamic values was not only carried out by religious education teachers, but also transmitted by secular subject teachers as well as extracurricular activities. The findings of this study confirmed that public schools in Indonesia were now transformed as important instruments for the transmission of Islamic values to young Muslims. This research suggests important recommendations on the need to develop the capacity of teachers in schools to make them agents of moderation of Islamic values.

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The relationship between religious education and intercultural education

Cited by 18 publications

References 20 publications

Multicultural Society as a Challenge for Coexistence in Europe

Multicultural Society as a Challenge for Coexistence in Europe

The Conception of Intercultural Learning Media and Education

Transmission of Islamic Values in Public School: A Study at State Senior High School 5 Yogyakarta

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