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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.
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 Iliško.- 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; Paul Prinsloo.- Education for Peace: The Indian Context; Ram Puniyani.- A House Divided: The Eastern Churches-Catholics and Orthodox; Paul Bumbar.- SECTION 4. Introduction: Interreligious education for citizenship and human rights; Liam Gearon.-
The European Secularisation of Citizenship; James Arthur.- Education, Citizenship and Teaching Religion in an Age of Empire: A Historical perspective; Terence Copley.- Religious Education and Religious Freedom in Russia; Fyodor Kozyrev.- Education for Human Rights, Intercultural and Interreligious Dialogue: the Role of UNESCO; Linda King.- The Totalitarian Imagination: Religion, Politics and Education; Liam Gearon.- Avoiding an Obvious Conflict? “Religion –Neutrality” in Human Rights Education in Europe; Claudia Mahler and Reetta Toivanen.- Faithful Brokers? Potentials and Pitfalls of Religion in Peacemaking ; Kristian Berg Harpviken and Hanne Roislien.- Religious and Human Rights Literacy as Pre-requisite for Interreligious Education; Cornelia Roux.- Diversity, Epistemology and Dialogue in Citizenship and Human Rights Education; Karin Sporre.- Models of Religious Education in the Muslim World: Current Developments and Debates on how to teach Religion and Ethics in Public Schools; Oddbjørn Leirvik.- The impact of Religious Diversity and Revitalization in Inter-religious Education for Citizenship and Human Rights; Gary D Bouma, Rod Ling, Anna Halahoff.- Children’s Right to Religion and Religious Education; Friedrich Schweitzer.- Education for Peace: Exploring the margins of Human Rights and Religion; Mary Elizabeth Mullino Moore.- Religion as Cuckoo or Crucible: Beliefs and Believing as Vital for Citizenship and Citizenship Education; Brian E. Gates.- The Right to Inquire into the Religious; R. Scott Webster.- Religious Diversity and Education for Democratic Citizenship: The Contribution of the Council of Europe; Robert Jackson. Name Index.- Subject Index.