The Use of Cambridge Scriptural Reasoning (CSR) Texts for Inter-Faith Dialogue in Classroom: Some Pedagogical Proposals (original) (raw)
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Journal of Beliefs & Values, 2017
In this article the method of Scriptural Reasoning (SR), a textbased approach to interreligious dialogue between participants of the three Abrahamic religions, was implemented for a teacher education setting at a German university. Not only students with an outspoken religious conviction but also agnostic and atheist students, preparing themselves to become teachers in public schools, were invited into the conversation. The article documents and discusses the qualitative-empirical research in which the SR meetings were embedded. The aim of the article is not to create a hermeneutical theory for SR but rather to explore how SR as a method, with its specific learning tool of text-work, can be turned into a broader didactical model which can be transferred to other learning environments and which can in the long run provide empirical evidence on successful teacher education in multireligious and multi-worldview societies and schools.
Bhinneka Tunggal Ika or Unity in Diversity has been Indonesia’s National Motto since this nation declared its independence in 1945. Yet nowadays, appreciation for Indonesia’s diversity seems to severely deteriorate – marked by a number of conflicts and disputes that are detrimental to community integrity. University of Pembangunan Jaya (UPJ) in partnership with Indonesian Conference of Religion and Peace (ICRP) developed a curriculum for a compulsory subject for all university in this country – Religion, with an emphasis on inter-faith discourse. Students from 10 departments in their third semester underwent a learning process from September-December 2012 which comprises of individual reflections upon their religion-related experience, 2-day excursions to a number of religious facilities in Jakarta, lectures and question-and-answer sessions on formal-non formal religion and inter-religions marriage, film discussion as well as group works to articulate lessons learned through creative expressions. It is hoped that students would be able to be tolerant toward diversity – by unlearning stereotypes and prejudice. Using textual analysis on an anthology of student writings produced as this subject’s assignments, this reseach aims to identity common themes highlighted by the students as they make sense of the experience. The findings confirm Turkish proverb used as the title of this paper – that a ‘small key’ that takes shape in Religion curriculum has opened ‘big doors’: appreciating diversity and affirming tolerance toward different religions that treasure and celebrate the diversity of this nation.
Inter-religious dialogue in schools: A pedagogical and civic unavoidability
Social and civic conflict inspired by the fundamental convictions of different religious groups seems to be rife all over the world, also in schools. One way of addressing this problem is to promote interreligious dialogue. To establish the viability of this solution, the authors take several steps. They analyze the phenomenon “religion” and discover that it is constituted of several layers or levels that have to be accounted for in the proposed inter-religious dialogue in schools. After discussing the term “dialogue” they consider several approaches to religious diversity or plurality to find a suitable basis for the proposed inter-religious dialogue in schools. Based on these analyses, the authors argue that schools (teacher-educators and learners) should be allowed to engage in inter-religious dialogue as part of their pedagogical and civic duty. This will ensure a better understanding of others and their religions, also at the deepest spiritual level. Such comprehension can contribute to the more peaceful co-existence of people in religiously pluralist societies.
Religious education which is taught in schools has a significant role in forming religious exclusivism and inclusivism, especially in Indonesia. It influences stu-dent's views on others. It also depends on the way those religion educations taught. There is also a need to have more efforts to bring the idea of interfaith dialogue into educational system including in higher educational level. There are some educational institutions which already involved in inter-faith dialogue in their curriculum such as the CRCS (Center for Religious and Cross Cultural Studies) and the ICRS (Indonesian Consortium for Religious Studies) at Gad-jah Mada University. However, the number of primary educational institutions which involves interfaith dialogue is still limited. This work suggests that, for to-day's situation in Indonesian multicultural society, a need for reforming religion education curriculum in primary education is emerging. To make interfaith dialogue real in schools, the Ministry of Education in collaboration with Ministry of Religious Affairs is in a front line to arrange a new curriculum on religious education to be more pluralistic and affirm religious diversity in Indonesia including multi-religious education or inter religious education.
Islam and Christian-Muslim Relations, 2020
This article focuses on aspects of epistemological questions in religious and intercultural studies. It draws on results form research into two interreligious education formats for young adults in Java, Indonesia: 'Sobat Muda' in Salatiga, and 'Sekolah Lintas Iman' in Yogyakarta. After a reflection on issues of intercultural research design, the article identifies formative influences regarding formation, and changes in perspectives on interreligious relations and perceptions, on the basis of information from respondents participating in those programmes. Observations of a strong connection between the use of the term 'truth', with its derivations, and the societal value of harmony in the description of such change processes in Indonesian contexts, lead to an attempt at intercultural translation, carried out as an inquiry into classical truth concepts within the European thought tradition. Inspired by the findings of the study, in conclusion, the term "verifiation" is introduced, which may prove useful in intercultural epistemological efforts.
Interreligious education discourse pdf
Pendidikan lintas Iman, 2019
The philosophy of religious education that only justifies its own religion, without being willing to accept the truth of other religions, needs to be criticized for further improvement and reorientation. The concept of faith-infidelity, non-Muslim Muslims, and truth claims that have a profound influence on the way society views other religions, should be "dismantled" so that people no longer consider other religions to be false religions and not ways to obtain salvation. If this happens, without doubt and will undoubtedly damage the harmonization of religion and eliminate mutual respect, so that in turn it is very vulnerable to conflict. Religiosity education implies that education is not limited to introducing students to the teachings of the religion they adhere to, but also teaches the appreciation of the humanitarian vision of the religion's teachings. This is needed to face the era of globalization, so that religious people are not confined by a narrow view of nationality. This inter-religious education can be an alternative model of dialogue between religious communities.
Interfaith Dialogue: Countering Radicalism by The Innovation of Model Religious Education
Proceedings of the Proceedings of the 2nd International Colloquium on Interdisciplinary Islamic Studies (ICIIS) in Conjunction with the 3rd International Conference on Quran and Hadith Studies (ICONQUHAS)
This article arguess interfaith dialogue can be used to prevent the development of radicalism by including this model to the education system in Indonesia where students can dialogue directly with students of different religions to gain more understanding and comprehensive knowledge about other religions and foster a sense of tolerance and the importance of respecting differences. But this model should be accompanied by a change in the direction of the religious education system from exclusive to inclusive, because the understanding of an exclusive religion will be a trigger for the development of radicalism. Understanding exclusivism makes the lack of understanding students of other religions.
Religions
The term “literacy” has been mostly applied in the context of language, mathematical and cultural abilities as a basic competency in life and social interaction. Thus, competence in reading, writing and math subjects as well as cultural training are perceived to be the definition of literacy found in many societies around the world. This article examines the concept and application of Indonesia’s “religious literacy” program as a multifaith site for mutual learning among religious communities. This program is expected to offer a mechanism to moderate the religious fervour that is currently engulfing the nation and become a buffer against radicalism. Based on collaboration between university-based academics and the Ministry of Religious Affairs, the program strives to promote social justice, religious harmony and multiculturalism. The religious literacy program mainly targets the Ministry’s religious extension officers, religion teachers and representatives of various so-called “stra...