INTERNATIONAL HANDBOOK OF INTER-RELIGIOUS EDUCATION International Handbooks of Religion and Education VOLUME4 Aims&Scope The International Handbooks of Religion and Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in religion and education. Each Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these religious dimensions in education. The accessible style and theconsistentilluminationoftheorybypracticemaketheseriesveryvaluabletoa broadspectrumofusers.Itsscaleandscopebringasubstantivecontributiontoour understandingofthedisciplineand,insodoing,provideanagendaforthefuture. Forfurthervolumes: http://www.springer.com/series/7477 International Handbook of Inter-religious Education Part One Editedby KathEngebretson AustralianCatholicUniversity,Melbourne,VIC,Australia MariandeSouza AustralianCatholicUniversity,Ballarat,VIC,Australia GloriaDurka FordhamUniversity,NewYork,USA and LiamGearon UniversityofPlymouth,London,UK 123 Editors KathEngebretson MariandeSouza AustralianCatholicUniversity AustralianCatholicUniversity NationalSchoolofReligiousEducation NationalSchoolofReligiousEducation 115VictoriaPde 1200MairSt Fitzroy BallaratVIC3350 Victoria3065 BallaratCampus Australia Australia [email protected] [email protected] GloriaDurka LiamGearon FordhamUniversity UniversityofPlymouth GraduateSchoolofReligion& London UnitedKingdomSW155PH ReligiousEducation [email protected] BronxNY10987 USA [email protected] ISSN1874-0049 e-ISSN1874-0057 ISBN978-1-4020-9273-2 e-ISBN978-1-4020-9260-2 DOI10.1007/978-1-4020-9260-2 SpringerDordrechtHeidelbergLondonNewYork LibraryofCongressControlNumber:2010922990 ©SpringerScience+BusinessMediaB.V.2010 Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmittedinanyformorby anymeans,electronic,mechanical,photocopying,microfilming,recordingorotherwise,withoutwritten permissionfromthePublisher,withtheexceptionofanymaterialsuppliedspecificallyforthepurpose ofbeingenteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Preface This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions hasessentialeducationalvalue.ThedevelopmentofthisHandbookrestsonthefur- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about spir- itual systems that reject violence and the individualistic pursuit of economic and politicalgain,andcalltheirfollowerstocompassionforeveryhumanbeing.Italso seeks to lead students to an awareness that the followers of religions across the worldneedtobe,andtogrowin,dialogicalrelationshipsofrespectandunderstand- ing.Anessentialaimofinterreligiouseducationisthepromotionofunderstanding and engagement between people of different religions and, therefore, it has great potentialtocontributetothecommongoodoftheglobalcommunity. Interreligiouseducationhasgrownfromtheinterfaithmovement,whosebegin- ning is usually identified with the World Parliament of Religions held in Chicago in 1893. This was the first time in history that leaders of the eastern and west- ern religions had come together for dialogue, and to consider working together for global unity. One hundred years later another Parliament was again held in Chicago,anotherin1999inCapeTown,anotherin2004inBarcelona,andthelatest ParliamentoftheWorld’sReligionsistobeheldinMelbourne,Australia,in2009, theyearofthepublicationofthisInternationalHandbook.TheParliamentsrecog- nize,consolidate,giveimpetusto,andsupportagreatrangeofgrassrootsinterfaith activities.Interreligiouseducation,thatprocessthattakesplaceformallyinschools and universities, complements these activities, exists alongside them, and seeks to makeconnectionswiththem. Avarietyoftermsrelatedtointerreligiouseducationandinterfaithdialogueare consciouslyusedthroughouttheHandbook,andthevariouschaptersassistinhon- ing concise understandings of terms that are used within the arena of broad arena of interreligious engagement. However, this publication rests on the definition of interreligiouseducationasaninteractiveprocessthroughwhichpeoplelearnabout andlearnfromadiversityofreligions.Itaimsatthetransformationofattitudesand behaviorsthatmaystereotypedemonizeorviewthoseofotherreligionswithsus- picion. It is informed by comparative religion, theology, the sociology of religion, v vi Preface and religious education, as well as philosophy of education, peace education, and critical and cultural studies. Those educators who engage in interreligious educa- tion not only seek that their students develop understanding of different religious worlds, but they also see as their ultimate task the development and sustaining of socialcohesionandpeace,andthecontinuingofadialogueofmutualunderstand- ing, respect, and solidarity which can address the most significant issues of our times. Interreligious education is cognitive, affective, and experiential. The cognitive dimensionreferstolearningabouttheworldofreligionititsmanydimensions,and itsfocusmayencompassbreadthordepthofstudiesinreligionorboth.Interwoven with the cognitive aspect is the affective process of appropriating the cognitive at a personal level. In all of education, the student learns not only at an intel- lectual level but inevitably seeks to extract meaning from content. This affective processconsistsofreflectingontheimplicationsofthecontent,integratingthecon- tent with life experience, being challenged by the content to deeper awareness or sensitivity, responding in a personal and creative way to the content. It is hoped thatformanystudentstheaffectiveprocesswillleadtoreflectiononpersonalval- ues and attitudes, and perhaps a challenge to change previously held attitudes and assumptions. Finally, interreligious education has a dynamic, experiential dimen- sionwhichimmersesthestudentsintothereligiousworldoftheother.Thisincludes interactionamongpeopleofdifferentfaiths,listeningtopeopledescribetheirexpe- rienceoftheirreligions,visitingtheirplacesofworship,hearingabouttheirfavorite festivalsandholidays,andlisteningtotheirfavoritestories.Itmayincludeoppor- tunities for students from different religions to prepare and conduct interreligious worship services, and to work together on projects for justice, development, and peace. ThisInternationalHandbook,then,isconcernedwiththedisciplineofinterreli- giouseducation,anditrepresentsthecurrentstateofscholarshipinthediscipline.It proceedsinfoursectionswhichtogetherprovidecomprehensivecoverageofthekey theoreticalandpracticalaspectsofthedisciplineasitisatthistimeinhistory.The firstsection,editedbyGloriaDurka,assistseducatorstobuildtheoryaboutinterre- ligiouseducation.Thenecessityforthistheorybuildingisfoundinthepluralityand ambiguity of contemporary societies. Critical analysis of all aspects of human life pervadesthesesocieties,oftenchallengesthetruthclaimsofreligions,andcanrep- resentreligionsasidiosyncratic,culturallyconditionedreactionstothereal-world. Inadditionitisoftenheldincontemporarysocietiesthatcommoncreeds,common stories, common hopes, and ideals that may be held within and across religions, are just individual manifestations of these, and that where and when they cohere is accidental. Herein lie particular challenges for interreligious educators, because theyholdthatcommonunderstandings,values,andidealsbetweenreligionsarenot only possible, but that it is the discovery of, the learning about, and the dialogue with these that hold the greatest hope for the future of local, national, and global communities. Interreligious educators must build their theories of the discipline, andtheauthorswhohavecontributedtothisfirstsectionoftheHandbookprovide thought-provokingmaterialtoassistinthistask. Preface vii ThesecondsectionoftheHandbook,whichhasbeeneditedbyMariandeSouza, deals with pedagogy in interreligious education. The rise of multicultural, multi- faith, and multi-linguistic societies in countries that were once mono-cultural and mono-religiousand,forthemostpart,mono-linguisticisevidentinclassroomsand otherlearningenvironmentsaroundtheworld.Goodpedagogicalpracticeininter- religious education helps students acquire an empathetic understanding of others, theirhistories,thecountriestheyhavecomefrom,andtherolereligionplaysintheir lives.Thedifferentdimensionsofinterreligiouseducationassistallstudentstonot onlytoknowandunderstandthereligiousbeliefsandpracticesofothers,butalsoto developtheirownreligiousconsciousness,whetherornotthisisgroundedinareli- gioustradition.TheeducatorswhohavecontributedtothissectionoftheHandbook provide,fromtheirwisdomandexperience,adiscussionofmanyandvariedlearn- ingprogramsfromdifferentpartsoftheworld,eachinformedbysoundtheoretical perspectives.Theydemonstratetheirclearawarenessofthecurrentcontextswhich have promoted religious divisions in pluralist communities. They employ creative andinnovativepedagogicalstrategiestosupportinterreligiouseducationinarange oflearningenvironments. Allofthesacredtextsoftheworld’sreligionscallforjusticeandpeace-making amongtheiradherents.Examplesarethemessageofjusticeoftheprophetsofthe Hebrewscriptures,theQur’an’sexhortationtokindnessandcompassionforallpeo- ple, the teaching about compassion and respect for all of life of the Buddha, the Hinduidealofsustainabilityandapeacefullifestyleandtheembracingoftheout- cast by Jesus of Nazareth. Concern with justice for the world’s people, nonviolent solutions to conflict and through these the attainment of peace, is shared by all of the world’s religions and is the platform from which they can work together for the common good. Many of the greatest social justice leaders in the history of the world were closely associated with their religious traditions and drew inspiration fortheirworkfromtheirteachings.Theseinspiringleadersspeaktotoday’scitizens whatever their religious tradition, and challenge them to contribute to the work of social justice and peace-making in their own contexts. The work for social justice and peace can bring together people of good will from all religions. Interreligious education has a particular role in this and the contributors to the third section of thisHandbook,whichiseditedbyKathEngebretson,discusstheimportantplaceof interreligiouseducationinthepromotionofsocialjustice,humandevelopment,and peace. ThefinalsectionoftheHandbookhasbeeneditedbyLiamGearon.Inexplain- ing the importance of interreligious education for citizenship and human rights, the focus of this section, Gearon argues that the role of religion in public life has been underplayed since the European Enlightenment, a fact seen especially in the separationofChurchandStateinthewest.Fromthisseparationhasgrownthephe- nomenonofsecularization,aclimateinwhichreligionismoreandmorerelegated to the private sphere. However, the assumption and expectation of secularization arechallengedinthelatetwentiethandearlytwenty-firstcentury,inlightofissues ofglobalgovernance andpower andgreater awareness ofhuman rights,including religiousfreedom.Intheiressentialformsreligionsarechampionsofhumanrights, viii Preface and their absence from human rights debates and debates about what makes for goodnationalandglobalcitizenshipleavesthesedebatesimpoverished.Newtrends monitoringtheimportanceofreligioninpoliticsandtheimportanceofreligionand politicswithineducationhavebeenhighlightedbyanumberoftheoristsofreligion and education. This fourth section of the International Handbook brings together a number of expert theorists, empirical researchers, and those working in inter- national educational policy forums to examine these trends and their educational implications for interreligious education, citizenship and human rights education, applyingpolicy,pedagogy,andresearchconsiderationstooneofthemostexciting andchallengingaspectsofcontemporaryeducation. Contents PartI The Philosophical and Theoretical Aspects ofInterreligiousEducation GloriaDurka ReligiousPluralismandtheParadigm . . . . . . . . . . . . . . . . . . . 5 EvelinaOrtezayMiranda Enlightenment’sWake:ReligionandEducationattheCloseof theModernAge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 L.PhilipBarnes InterreligiousEducationandtheQuestionofTruth . . . . . . . . . . . 41 BrendanCarmody PhilosophicalReflectionsonDialogue . . . . . . . . . . . . . . . . . . . 57 JohnL.Elias TheSearchforaCommonEpistemologicalGroundWithinthe Inter-religiousFramework:AConcept-CenteredApproach . . . . . . . 73 I.L.Hacinebioglu Toward a Theoretical Framework for Participating in InterreligiousDialogueandEducation . . . . . . . . . . . . . . . . . . . 85 JosephH.EhrenkranzandDavidL.Coppola InterreligiousDialogue:EcumenicalEngagementinInterfaithAction . 103 DouglasPratt ManyMansions:EastandWestintheRomanCatholicCommunion . . 123 PaulE.Bumbar ReligiousEducationinUnitedStates’StateSchools . . . . . . . . . . . 141 GabrielMoran CivilisingReligion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 TrondEnger ix x Contents WithBeatingHeartsandEarnestPurpose:TheHeritageofthe WomenDelegates’SpeechestotheWorld’sParliamentofReligions . . 175 LucindaA.Nolan Educational Encounters and Interreligious Education: ALatvianCaseStudyforExpandingtheBordersofHospitality . . . . 191 DzintraIliško ReligiousFoundationsofEducation:PerspectivesofMuslimScholars . 205 HamidRezaAlavi Wisdom (Hikmah) as a Holistic Basis forInter-religiousEducation . . . . . . . . . . . . . . . . . . . . . . . . 221 MehmetÖnal IslamicEducationintheWest:TheoreticalFoundationsand PracticalImplications . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 AmjadHussain EnvisioningFamilyEcosystemsPerspectiveforInterreligious Education:AChristianView . . . . . . . . . . . . . . . . . . . . . . . . 249 AnthonyM.Ozele ReligiousPluralismandDialogue/InterreligiousDialogue . . . . . . . . 265 EvelinaOrtezayMiranda PartII ThePedagogicalAspectsofInterreligiousEducation MariandeSouza CanWeStillTeach‘Religions’?:TowardsanUnderstandingof ReligionasCultureandOrientationinContemporaryPedagogy andMetatheory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 PaulHedges BridgingChristianity,Islam,andBuddhismwithVirtueEthics . . . . . 313 RichardWade OrientalPhilosophyandInterreligiousEducation:Inspiredby ToshihikoIzutsu’sReconstructionof“OrientalPhilosophy” . . . . . . . 325 YoshiharuNakagawa DevelopingPedagogiesforInter-religiousTeachingandLearning. . . . 341 PetaGoldburg DialogicalEducationforInterreligiousEngagementinaPluralSociety 361 CharleneTan PromotingInterfaithEducationThroughICT–ACaseStudy . . . . . 377 ZehavitGross Learning and Life-Modelling in the Critical Community: EducatingUniversityStudentsforInter-religiousEngagement . . . . . 389 ToniTidswellandMajellaFranzmann