The belief system of academicians has an impact on how religious education (RE) is carried out in public universities. The ideology of RE lecturers - whether it is moderate, radical, or liberal - is greatly influenced by their own religious beliefs. The purpose of this study was to explore the relationship between religious paradigm of religious education lecturers on interreligious tolerance and pluralism in public universities in Indonesia. The study sample comprised 142 lecturers (...) drawn from ten public universities in Indonesia. A mixed method research design guided this study, where qualitative data was used to reinforce or clarify the findings from the quantitative data. The data was statistically assessed using the nonparametric Mann-Whitney U-test to reveal whether the demographic profiles of RE lecturers was related to their religious paradigm regarding the relationship between religion-state, inter-religious relations and intra-religious relations. The study's findings indicate that the lecturer's personal beliefs about religion affect their opinions on the relationship between the state and religion, as well as the relationships within religious groups. Moreover, religious educators have a middling level of comprehension of their religious paradigm. To promote understanding and harmony among the academic community, it is suggested that a platform for religious moderation be established at public colleges where educators and students of various religions can converse and resolve fundamentalism. (shrink)

This study aims to analyse the perspectives of Muslim students on pluralism and freedom of religion, as well as the worship place establishments, holy book assessments and practices of other religions. This study uses a cohort-based quantitative method through data collection, interviews and documentation, which involves 1300 respondents from 13 state Islamic higher education institutions in Indonesia. In order to collect information from the respondents, this research uses an online questionnaire. It also conducts online interviews to directly confirm (...) the information obtained from the questionnaire. This research discovers that Muslim students are tolerant in accepting plurality and religious diversity, yet intolerant in the holy book assessment, place of worship establishments and practices of other religions. Contribution: This study contributes towards developing a persuasive concept concerning religious moderation, commenced by analysing socio-theological perspectives of highly educated society. (shrink)

Historically, Yogyakarta had enjoyed the reputation of being a bastion of interreligious tolerance in Indonesia. Still, a growing spate of events that were manifestations of religious intolerance calls for a rethinking of that narrative. This paper examines public space civility, peace spirituality, and interreligious engagement in Yogyakarta. Through a quantitative survey approach, it is found that there is a statistically significant positive relationship between positive public space civility and peace spirituality. Apart from the positive correlations of public (...) behaviour and peace spirituality, there is also a theory-practice gap, in that most measures seemed to make the Muslim and Christian participants alike appear very insecure. The current study extends earlier research and underlines how grassroots interreligious engagement can stand in front in peace-making, enhancing spirituality, and religious tolerance. (shrink)

We received a message about your somewhat incomprehensible attitude towards the teaching of religious studies at higher educational institutions. If your experience at Lviv University gives you a reason to conclude that there is atheism, this is far from the case. I do not have the opportunity to get into the details, but only to add to this letter our work "Academic Religious Studies," the content of which will give you an opportunity to understand what kind of (...) problems should be taught by those who are the teacher of religious studies. One can agree with you that many of those who taught atheism at one time failed to overcome themselves and realize that religious studies may be intertwined with an ideological paradigm - atheistic or theological, but it can and should be academic, the basic principles of which are objectivity, historicism, non-confessionalism, polyspectry and tolerance. (shrink)

Beyond Reason and Tolerance argues that to prepare students to engage political, ethnic, and religious differences, higher education must adopt a developmental model for a formative and liberal undergraduate education as a process of growth involving empathy as well as reasoning, values as well as knowledge, and identity as well as competencies.

Tolerance is one of the most important aims of education in a contemporary pluralist society. On the other hand, there is very wide agreement that some phenomena like violence or indoctrination in school are so bad or wrong that they must not be tolerated. In this context, two problems are discussed. First, the limits of tolerance regarding the right of students in public schools to be excused from the specific parts of Instruction which they or their parents see as (...) a form of indoctrination. Secondly, the respect for individual students and their autonomy as a limitation on tolerance regarding the "right" of parents who are members of certain religious sects to exempt their children from the mandatory education in order to maintain their communal and religious identity. (shrink)

This book focuses on the problem of religious diversity, civil dialogue, and religion education in public schools, exploring the ways in which atheists, secularists, fundamentalists, and mainstream religionists come together in the public sphere, examining how civil discourse about religion fit swithin the ideals of the American political and pedagogical systems and how religious studies education can help to foster civility and toleration.

Name der Zeitschrift: Neue Zeitschrift für Systematische Theologie und Religionsphilosophie Jahrgang: 59 Heft: 3 Seiten: 371-393.

From a historical point of view, theuniversity as an institution has had the roleof educating an elite, rather than any obvioustask of enforcing democracy. But what kind ofexpectations regarding citizenship anddemocracy can we justifiably have when it comesto the role of higher education and ouruniversities today when higher education isundergoing a process of massification. Couldthe university eventually become a place fordeliberative communication, developingdeliberative qualities among its many students?According to the contributions presented here –stemming from a conference (...) on the theme``Higher education, democracy and citizenship'',held at Örebro university, Sweden 2000 –the answer is yes, to some extent, if there isroom for pluralism in different dimensions,opportunities to challenge one's own tradition,and tolerance and respect for the concreteother. (shrink)

Church youth work is the activities and programs organized by churches for young people. These activities aim to contribute to the religious, spiritual and social development of young people. Church youth work brings young people together and supports them in areas such as religious education, spiritual development, community service, leadership development and active participation in the religious community. It is seen that youth work, which was previously a part of family work, has been organized as a (...) different field of work over time. Churches carry out activities in this field through an organizational structure called youth ministry. Churches generally have a certain systematic and work program in their youth work. Most churches organize their youth programs according to the relevant educational levels. Churches tend to create smaller sub-groups within the youth program and divide young people by grade level. These divisions are usually at the middle and high school level, but youth groups extend to university students and are often referred to as "college and career". Higher education seems to be emphasized in youth work. Many theological faculties offer different postgraduate programs to meet various needs. The quality of youth work is largely determined by the academic studies conducted in this field. Practical theology, which is established as an academic discipline in faculties of theology, both provides the theoretical background that shapes the practice of these studies and provides training to train qualified personnel in the field. The approach to youth ministry can vary, taking into account the different views on the subject, the places where this ministry is provided and the characteristics of people. There are different paradigms in church youth work, especially for young people living in cities. These are called traditional, liberal, activist and prophet-centered youth paradigms. Another pillar of church youth work is spiritual counseling services. Recently, churches have started to employ professional spiritual counselors. Spiritual counseling, a concept that emphasizes the Christian cultural origins of counseling, is now included in youth work. Spiritual counseling is seen as a professional guidance fed by religious and spiritual sources. Church spiritual counselors listen to the problems faced by young people, support them and try to understand them. Spiritual counselors provide guidance based on religious teachings and values to support the personal development of young people. Spiritual counseling conducted by churches can take various forms. These include individual counseling, group counseling, family counseling, online counseling, retreats and workshops. The personnel who carry out the youth work of the churches are also called youth leaders. Accordingly, it is seen that various leadership models in the literature are discussed in this context. Some leadership models that are thought to inspire youth work are: Servant leadership, ethical leadership, spiritual leadership and transformational leadership. In this research, these leadership models are discussed in the context of church youth work. This research aims to reveal the basic approaches and principles in this field by focusing on the studies in the context of non-formal religious education in Catholic Churches. Although it varies from region to region or from church to church, the main problem of this study is to examine the youth work of the Catholic Church in the context of non-formal religious education in general. The research data were obtained through document analysis method. On this occasion, it is thought that this study will also be useful in the context of a comparative evaluation of non-formal religious education in our country. (shrink)

This volume explores the inherent pluralism of Hinduism through ethnographic and philosophical evidence as presented in the Journal of Anthropological Society of Bombay. The essays dated 1886-1936, represent a period that marked the emergence of a European-educated native intelligentsia with a rationalist outlook. The essays cover a wide range of topics from Tree Worship in Mohenjo Daro, the origin of the Hindu Trimurti, interpretation of Avestic and Vedic Texts; to a second set of more localized papers that cover the Muhammadan (...) Castes of Bengal, the Tenets and Practices of a Certain Class of Faqirs in Bengal, the Theoretical History of the Goddess Yellamma, and much more. Written during a particular historical as well as intellectual period that reflected certain key patterns - a period just following the Bengal Renaissance of the nineteenth century that ushered in the ideologies of a reformative Hinduism - this volume highlights how religions of all denominations have influenced each other and appear to have mingled beliefs and practices from multiple sources. It shows how tolerance and inclusiveness along with syncretism have been part of India's religious and social history. This book will be of interest to students and researchers of religions, history, anthropology, sociology, political science, and sociology of religion. It will also be useful to those interested in inter-religious dialogues and civil society. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 24.1 (2004) 241-243 [Access article in PDF] International Conference on Religion and Globalization Ruben Habito Perkins School of Theology The International Conference on Religion and Globalization, with over two hundred participants from thirty-one countries, was hosted by Payap University and its Institute for the Study of Religion and Culture in Chiang Mai, Thailand, from 27 July to 2 August 2003, with the Society for Buddhist-Christian Studies among (...) the several cosponsoring organizations. Other sponsoring and cosponsoring organizations included the United Board for Christian Higher Education in Asia, the International Network of Engaged Buddhists, the Christian Conference of Asia, and the Museum of World Religions. Prof. John Butt, convener of the conference and director of the Institute for the Study of Religion and Culture, with other officials of Payap University, welcomed the delegates at the opening ceremonies on 27 July in a program that included musical and cultural presentations from the riches of the northern Thai heritage.Plenary speakers included Dharma Master Hsin Tao, founder of the Museum of World Religions based in Taipei, Taiwan, who spoke on "Education for Interreligious Understanding in a Global Age." Donald Swearer, of Swarthmore College and Harvard University, spoke on "Religious Identity and Globalization," with a provocative subtitle: "Would Jesus, Buddha, or Mohammed Drive an SUV?" He addressed sociological aspects of religious living in a globalized age, with particular reference to Thai society. Phra Paisan Wisalo, a noted Thai forest monk and ecological activist, spoke on the "Reform of the Thai Sangha in the Light of Global Realities." Dr. Wesley Ariarajah, a Methodist theologian from Sri Lanka who has worked for many years with the World Council of Churches, spoke on "Religious Diversity and Interfaith Relations in a Global Age."The Venerable Dhammananda (formerly known as Dr. Chatsumarn Kabilsingh) was scheduled to give a plenary address on "Women's Experience in Theravada Buddhism," but could not attend due to the untimely death of her beloved mother, the Ven.Voramai Kabilsingh, one of the pioneering twentieth-century bhiksuni s in Thailand. Mae Chee Vimuttiya delivered an address titled "The Tripitaka Answer to the Extremes in the Modern World." Episcopal Bishop John Shelby Spong (ret.) presented an address titled "Transcending the Limits of Religion in Search of the Wonder [End Page 241] of God," and spoke of challenges to Christian faith and life in a postmodern society. Muslim scholar and activist Chandra Muzaffar described the challenges to and prospects for the religions in the wake of the globalizing process in a plenary address titled "Religion and Society in a Global Age." Dr. Muzaffar's presentation succeeded in highlighting key issues faced by those sincerely looking for ways in which religious traditions and communities can contribute to global healing, rather than continue to be part of the problem that divides the human family. Michael von Brueck gave the final plenary address, titled "An Ethics of Justice in a Cross-Cultural Context," suggesting pathways for a hopeful future.In addition to the plenary addresses, there were twelve plenary panels covering various topics. These included "Education for Global Awareness," chaired by Ruben Habito; "Religion and Media in a Global Age," chaired by Louis Gabaude; "Interfaith Dialogue in a Global Age: Personal Testimonies," chaired by Donald Swearer with members from the Interreligious Group for Theological Encounters, better known as the Cobb-Abe group; "Religion and the Globalization of War," chaired by Nancy Martin; "The Shadow of Religion: Killing People and Making Peace," chaired by John Butt; "Women and Spirituality," chaired by Roshan Dhunjibhoy; "The Transformation of Religious Traditions through Global Interreligious Encounter," chaired by JosephRunzo;"Islam,Social Justice,andGlobalization," chairedby Chandra Muzaffar; "Pluralism, Human Rights, and Buddhism," chaired by Michael von Brueck; "Students of Subaltern and Superpower States: Intercultural Communicative Competence via Information Technology," chaired by Daniel Wessner; "Globalization and ReligiousVocation," chaired by Herbert Swanson; and "Contemporary Exemplars of Interreligious Bridge-Building: Thomas Merton and Bede Griffiths," chaired by Douglas Conlan. In addition to the plenary sessions, individual paper sessions were held in three concurrent groups, with more than sixty topics presented by scholars and religious leaders throughout the entire... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reflections on Academic ReflectionJohn D. Copenhaver Jr.Contemplative pedagogy deserves both the careful scrutiny and the sustained exploration that the Society for Buddhist-Christian Studies is uniquely well suited to provide. As higher education comes under increased pressure for accountability, we need to be able to explain clearly both the pedagogical value and academic integrity of these elements in our curriculum. Academics seeking to incorporate contemplative practices into their (...) teaching need to pay careful attention to their institutional setting. While people in all types of higher education may share certain values (e.g., free inquiry, critical thinking, intellectual rigor, clear reasoning), different institutional settings offer different kinds of opportunities and challenges. Shenandoah University, where I teach, is one of five private universities in Virginia related to the United Methodist Church (UMC). All these schools acknowledge the relationship, but some seem rather embarrassed by it. For us it is a warm embrace.In its mission statement, our university characterizes the relationship this way: “As an institution affiliated with the United Methodist Church, Shenandoah University practices the highest ethical standards in its interactions with the community and with students of other faiths.”1 While the university is clear about its church affiliation, the phrase “highest ethical standards in its interaction with students of other faiths” indicates the kind of mutual respect and understanding that characterize pluralism. Among its core values are “respect for diverse cultures, experiences, and perspectives” and “dedication to global outreach.”2 Dedication to “global outreach” sounds like window dressing, but it is genuine. With its Global Citizenship Project, the university funds all expenses for fifty-five students each year to travel to one of five countries over spring break for cultural immersion. This mission statement and our core values make it much easier to root our religious studies curriculum in an atmosphere of religious pluralism than one might expect at a church-related university.Our Department of Religion recognizes two purposes for religious studies. The first is to offer an array courses to meet general education needs for moral reasoning and cross-cultural understanding. One of the department’s goals for general education religion courses is to promote interreligious and multicultural understanding. Another is to serve the church by offering a program to train students for religious leadership roles, called the JustFaith Christian Leadership Program. It is designed to integrate theological education and spiritual formation that promotes social justice. [End Page 41] In the department’s view, this commitment to justice is consistent with our Wesleyan heritage, but is often neglected in churches and rare in higher education. Although our religion major requirements reflect the university’s Christian heritage, we do require a course in world religions and one course in a religious tradition other than Christianity.This institutional setting invites me to teach in very different ways. Of the eight courses I teach over a two-year rotation, two take a philosophical approach, two take a phenomenological approach without any contemplative practices, and two blend the phenomenological approach with contemplative practices.3 The other two I teach “from the inside,” as a Christian ordained in the United Methodist Church. I present my own experience and convictions as part of that tradition, and the course emphasizes religious practices such as fasting, prayer, meditation, contemplative prayer, and/or periods of solitude. This confessional approach would not be possible at a state university, but I think students should have this option at church-related schools. The delicate issue is that most students do not come to our university because of its religious heritage. Our students are much like their counterparts at state universities, and often register for courses on the basis of what fits their academic schedules rather than any particular interest in or affinity for the topic. For this reason, we try to be as clear as possible in course descriptions about the various contents and approaches of our courses. Still, that does not prevent a poorly advised agnostic or atheist from registering occasionally for my course on Christian spirituality. On the first day of class I discuss the confessional nature of the course and the spiritual exercises students will be expected to do. I do not screen anyone... (shrink)

This essay by Suzanne Rosenblith and Benjamin Bindewald is motivated by the question of how do those who value civic liberalism give the religiously orthodox a reason to engage in pluralist democratic deliberations in a manner that does not allow intolerance to undermine the foundations of liberal democracy. Introducing the idea of tolerance as mutuality — that is, a will to relationship — the authors argue, strikes a balance between those theories that are too demanding of the religiously orthodox and (...) those that are not exacting enough. Applying the principle of tolerance as mutuality to the special space of public schools allows for a new way to conceptualize civic education in pluralist democracies. (shrink)

Critical studies in higher education often embrace the ideas of the slowness movement to address time pressure. However, this desirable horizon presents some limitations. On the one hand, by emphasizing solutions at the individual level, boosting slowness may promote tactics incapable of producing changes to the underlying structural dynamics of time pressure. On the other hand, approaches based on slowness may also inadvertently foster a form of ethical paternalism within the context of ethical pluralism by prescribing substantive models (...) of practice ultimately based on ‘do this quickly or do it slowly.’ This theoretical research moves away from the temporal paradigm to that of the way of relating. Building upon the ethical concept of resonance, the approach focuses on a formal critique of the current socioeconomic and ethical dynamics of social acceleration, growth, and innovation that can contribute to projecting non-alienated relationships in higher education. (shrink)

In 2017, the Faculty of Theology celebrates its centenary at the University of Pretoria. Celebrating a centennial is as much as looking back as looking forward. In a changing world with changing paradigms how does one remain relevant? Different challenges and expectations presented to tertiary institutions of education in a new dispensation puts all concerned with higher education in South Africa under pressure. The question addressed in this article is how will a Faculty of Theology remain relevant (...) to such an extent that it is continued to be viewed as desirable to have such a faculty present at a university, participating in the academic process and simultaneously continues to contribute to the well-being of the South African society. The author suggests the following guidelines for consideration. In order to remain relevant for the next couple of hundred years the Faculty of Theology should engage contextually with society, practise interdisciplinary Theology, engage in interreligious dialogue while still remaining connected to faith communities. A paradigm of post-foundationalism enables Theology to exercise Theology in a relevant and meaningful manner. (shrink)

What are the preconditions of interreligious dialogue? How do philosophical reflections help today a religiously plural society to live in harmony, peace and sustainable development? In this paper I deal with these questions in the light of Swami Vivekananda’s concept of Universal Religion and try to search for a philosophical model of interreligious dialogue. Vivekananda propounds that we are to go beyond tolerance, and accept other religions as good as our own. Vivekananda’s interpretation has also the implication of (...) transcending various commonly known worldviews in the context of religion and culture. It strengthens the application of the principle of “live and let live.” This model of understanding does not regard the existence of other religions as a hindrance to worldly progress and peace. This attitude is rather guided by a practical plan which does not allow for questioning the encountering of religion. It does not destroy the individuality of any man in religion and at the same time shows him a point of union with all others. Our analysis will develop the significance and relevance of this view. (shrink)

We received a message about your somewhat incomprehensible attitude towards the teaching of religious studies at higher educational institutions. If your experience at Lviv University gives you a reason to conclude that there is atheism, this is far from the case. I do not have the opportunity to get into the details, but only to add to this letter our work "Academic Religious Studies," the content of which will give you an opportunity to understand what kind of (...) problems should be taught by those who are the teacher of religious studies. One can agree with you that many of those who taught atheism at one time failed to overcome themselves and realize that religious studies may be intertwined with an ideological paradigm - atheistic or theological, but it can and should be academic, the basic principles of which are objectivity, historicism, non-confessionalism, polyspectry and tolerance. (shrink)

Is a philosophical theory needed to ‘underwrite’ attitudes of toleration and respect in a multicultural and religiously diverse world? Many philosophers of religion have thought so, including Victoria Harrison. This article interrogates Harrison’s theory of internalist pluralism, which, though offering a welcome alternative to other theories, such as John Hick’s ‘pluralistic hypothesis’, nevertheless faces problems. Questioning the coherence of the theory’s account of how the existence of objects of worship can avoid being fully conceptual-scheme dependent, and raising doubts about its (...) pretensions to promote interreligious harmony, I also critically discuss the common philosophical tendency to work with under-described and insufficiently analysed examples. What philosophy ought to be able to offer in relation to religious diversity, I propose, is attentiveness to nuances and particularities, thereby aiding religious understanding without the need for a general theory. (shrink)

Strengthening Muslim-Christian relations is very important for a nation such as Indonesia that has plurality in terms of tribes, ethnicity and religion. This study aims to analyse the role of Muslim women who live in a pluralistic socio-religious situation. This is a qualitative research that uses purposive sampling to determine the informants. The approach used by the Discovering Cultural Themes model is to understand the symptoms of the many themes, cultures, values and cultural symbols. Data analysis was conducted by (...) using software for qualitative research, which is needed in managing data found from the field, in this case, nVivo Basic 12.00 for Windows. The results show that Muslim women translate justice, empathy and rationality in religion by building relationships with other religions. This attitude is part of Islamic teachings that contain moderate, accommodating and tolerant aspects. In addition, culture has encouraged women to blend in and form egalitarian equality in the social and cultural realm. The culture of generosity and mutual help has become a tradition both in religious and customary activities. CONTRIBUTION: This article provides an insight into the contribution of Muslim women in strengthening Muslim-Christian relations. This agenda is very important because Islam and Christianity have the largest adherents in Indonesia. This contribution is very important and crucial in the midst of radicalism issues in Indonesia lately. (shrink)

In the course of human civilization, religion has underpinned the development of values of human respect, tolerance, peace, and the culture of peace. Unfortunately, at the same time, religion has also played the opposite role during some periods of history. Therefore, it is important to investigate how and to what extent religious faiths, or if I may say more accurately religious paradigms, have been and are ready to educate their believers in the above-mentioned value support system, and how (...) they could set about so doing. How can religion provide us with an ambiance and a paradigm within which we can create an atmosphere of dialogue among different value systems? In this brief article, I try to seek light from the teachings of the great Persian thinker and poet, Jalaluddin Mowlavi Rumi, to be able to elaborate on this topic. (shrink)

Philosophical hermeneutics provides a model of interreligious dialogue that acknowledges the interpretive variability of truth claims while maintaining their relation to a preinterpretive reality. The dialectic and tensive structure of philosophical hermeneutics directly parallels the tension between the diversity of belief and the ultimacy of the sacred. By placing philosophers like Gadamer, Ricoeur, Peirce, and Whitehead in conversation, J. R. Hustwit describes religious truth claims as coconstituted by the planes of linguistic convention and uninterpreted otherness. Only when we (...) recognize that religious claims emerge from a dalliance back and forth across the limits of the understanding can we appreciate the engagement between religions. In terms of dialogue, this approach treats religious truth claims as tentative hypotheses, but hypotheses that are frequently commensurable and rationally contestable. Interreligious dialogue goes beyond facilitating bonhomie or negotiating tolerance; dialogue can and should be a disciplined space for rationally adjudicating claims about what lies beyond the limits of human understanding. (shrink)

Traditional education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as well (...) as its preservation. As an illustration, the paper considers an ancient Jewish religious tale as a means of ‘pulling students up short’ and thereby making actual and vivid within the curriculum issues concerning the good life and the nature of tolerance. The discussion raises questions concerning communitarianism, liberalism and religious education, as well as considering possibilities of autonomy in conditions of pluralism. (shrink)

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. (shrink)

As recent elections in Iran and Iraq have shown, the increasing diversity of religious practices around the world may redefine democracy as we know it—leaving many of us to wonder just how compatible religion and democracy really are. _The Pluralist Paradigm _explores this difficult question with essays from a variety of disciplines, including theology, philosophy, political science, sociology, and ethics. It will be an ideal reference for anyone concerned with fostering tolerance in a progressively global society.

The issue of religious tolerance is increasingly raised in a globalized world with societies becoming more and more religiously diverse and inhomogeneous. Religious tolerance can be defined as the practice of accepting others as acting in accordance with their religious belief system. Philosophers have recently begun to study more thoroughly the relationship between religious pluralism and religious (in)tolerance with a main focus on the epistemic question of whether the recognition of and reflection on religious (...) pluralism might lead to greater religious tolerance. The major thrust of this idea is that any genuine reflection of a person about her epistemic peers adhering to other religions will weaken the person’s epistemic justificatory basis for believing that her own religious beliefs are better warranted than the religious beliefs of her peers. The rational consequence of the recognition of this justificatory fact, in turn, should lead to more religious tolerance and to a weakened dismissive attitude towards adherents of other religions. The main aim of this paper is to investigate the plausibility of this account against the background of existing empirical, in particular psychological literature: Does increased contact with adherents of other religious traditions indeed lead to more tolerance? How are we able to show a deeper understanding for people with different religious beliefs and to take on—at least partially—their perspective? What are potential psychological obstacles to these achievements? Resources from research on intergroup toleration, social identity-theories, developmental psychology and personality traits will be used for tackling these questions. This shall help to broaden the so far rather narrow epistemic philosophical perspective on religious pluralism and (in)tolerance by embedding it into the larger context of constitutive traits of the human psyche. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Pluralism ConferenceJohn HickIn September 2003 a conference was held at Birmingham University, UK, of Christians, Jews, Muslims, Hindus, Buddhists, and Sikhs who all hold the "pluralist" view that no one religion is the one and only true or uniquely salvific faith, but that, in the words of the thirteenth-century Sufi thinker Rumi, "The lamps are different but the Light is the same: it comes from beyond." The conveners were (...) Professors Perry Schmidt-Leukel of Glasgow University, Paul Knitter of Xavier University (Cincinnati), Leonard Swidler of Temple University (Philadelphia), and John Hick of Birmingham University. My own account of the purpose of the conference is that we are academics who are committed and practicing believers within but not official representatives of (in rough order of origin) the Hindu, Jewish, Buddhist, Christian (both Catholic and Protestant), Muslim, and Sikh faiths.We are acutely aware that throughout history almost all human conflicts have been validated and intensified by a religious sanction. God has been claimed to be on both sides of every war. This has been possible because each of the great world faiths has either assumed or asserted its own unique superiority as the one and only true faith and path to the highest good—in familiar Christian terms, to salvation. These exclusive claims to absolute truth have exacerbated the division of the human community into rival groups, and have repeatedly been invoked in support of oppression, slavery, conquest, and exploitation.The second half of twentieth century saw both a worldwide development of interreligious dialogue, coinciding with considerable east-to-west migration, and also a strong contrary growth of aggressive fundamentalism in powerful elements within each tradition. But dialogue has led to a much greater mutual knowledge and appreciation between the world faiths, so that it is now possible for leaders of the religious institutions to meet in mutual amity and respect. However they still, for the most part, retain as their bottom line a conviction of the unique centrality and priority of their own tradition. Sharing in this way the same fundamental conviction as their militant fundamentalist elements, they lack any principled ground on which to oppose them.We offer for discussion, as the fruit of our deliberations, a step beyond this unstable situation. We note that the world religions share the basic belief in a higher reality, of limitless importance to us, that transcends the material universe and yet can [End Page 253] be encountered through the depth of our own being. They also share the basic belief that this present life is not the entirety of human existence but part of a much larger life. And they share the central values of love, compassion, and justice within the human community here on earth.We note that the deepest thinkers within each tradition express a profound sense of mystery, insisting that the ultimate reality to which their faith is oriented lies in its fullness beyond the range of our comprehension. We humans can describe it, not as it is in itself, but as great revelatory moments have caused it to be variously conceived and experienced within the different ways of being human that are the great cultures of the world. The religions, then, are different and unique totalities, each with its own founding events, paradigmatic figures, sacred writings, remembered history, spiritual practices, intellectual formulations, distinctive ethos, and institutional forms. We believe that they are different responses to the universal presence of the ineffable ultimate reality.Although individual conversions between the faiths have always occurred, in the vast majority of cases religious believers are born into and are formed by a particular tradition. It therefore fits them and they fit it, so that it is for them the right and true religion. We should therefore each normally stay within our inherited tradition, using its spiritual resources to the fullest. We must also, however, recognize that the same principle holds for the hundreds of millions who have been born into and formed by other traditions. We should see those religions as independently authentic and valid, of equal value with our own, welcoming mutual enrichment from one another's traditions and also allowing for the raising of critical questions about... (shrink)

This book discusses the philosophical issues underlying the teaching of religious education, and the conflict between religion and democratic values; it scrutinises religious education programmes in the UK, USA and Australia, and evaluates their effectiveness.

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 115-121 [Access article in PDF] Instrumentality, Complexity, and Reason: A Christian Approach to Religions Terry C. Muck Asbury Theological Seminary I want to call into question The Paradigm, the threefold classification of Christian approaches to other religions as Exclusivism, Inclusivism, and Pluralism. I call this classification The Paradigm, with a capital T and a capital P, because it is the way we have categorized Christian (...) theological approaches to the other religions ever since 1982, when Alan Race proposed this "broad typological framework within which most of the current Christian theologies of religions can be placed," in his book Christians and Religious Pluralism: Patterns in the Christian Theology of Religions (Orbis Books). 1Race's was not the first attempt at such a paradigm. He was preceded by others, most notably Owen Thomas, who classified Christian responses to other religions under the headings of rationalism, romanticism, relativism, exclusivism, dialectic, reconception, tolerance, dialogue, catholicism, and presence. 2 But Thomas's categories have not stuck like Race's, perhaps because of the larger number and perhaps because they seem a mixture of apples and oranges, that is, a conglomeration of logical positions, emotive states, and simple demographics. Although this hodgepodge may be more true to the reality of the complex ways Christians relate to people of other faiths, Race's paradigm, simple and straightforward, has won out in the descriptive derby.I think it is time to question whether Race's paradigm should continue to be the primary way we classify the many ways Christian theologians and other Christians relate to the world's other religious traditions. I will describe why I think The Paradigm is losing its usefulness, make a proposal for a new way of looking at the other religions, and list both the losses/dangers and benefits of thinking in a new way. The Problem with the Paradigm The first sign that The Paradigm is showing its age is that very few people seem to really fit in any one of the three categories. I suspect that few of us here would be willing to say unambiguously, "I am an exclusivist," or "I am an inclusivist," or "I am [End Page 115] a pluralist." 3 And even if we were willing to identify with one or another of the options, then most likely we would in the same breath quickly say something like, "But let me tell you what I mean when I say I am an exclusivist (or inclusivist or pluralist)." That is, we quickly define the words in qualifying ways that address the objections that have been raised in reference to each of the positions:Exclusivists, for example, struggle to counter the charges of being inhumane, 4 or of making God seem inhumane, 5 or of being narrow, or of being misinformed, 6 or of being unscholarly. 7Inclusivists, for their part, struggle to counter the charges of being Christian exclusivists in disguise, 8 or of being offensive to non-Christians, 9 or of being pluralists in disguise, 10 or of holding a philosophically unstable position.Pluralists, in turn, make sure we know they are not relativists, 11 that they are not necessarily universalists, 12 that being a pluralist does not mean they are a-religious or that they consider themselves above the fray of common religious commitment. 13I don't think that this problem has just to do with the fact that the paradigm is what Max Weber called an ideal-type paradigm, where we set up ideal types as a way of clearly delineating logically possible positions vis-à-vis a presenting issue as a heuristic device. 14 Were that the case, it seems to me that we could still embrace The Paradigm as a way of talking about interreligious interchange and explicitly/implicitly acknowledge to one another that we recognize the ambiguity of the categories when it comes to applying them to complex individual adherents of complex religious traditions. 15I think dissatisfaction with The Paradigm goes beyond frustration with it as an ideal-type typology. The Paradigm has come to stand for... (shrink)

Religious exclusivism, or the idea that only one religion can be true, fuels hatred and conflict in the modern world. Certain objections to religious pluralism, together with associated defences of exclusivism are flawed. I defend a moderate religious pluralism, according to which the truth of one religion does not automatically imply the falsity of others. The thought that we can respect persons even when holding them mistaken strains credulity when we are dealing with religious convictions. Moreover, (...) exclusivism is informed by inadequate approaches to discourse about transcendence. The intentional-descriptivist approach to reference is not comprehensively adequate, and yet is assumed by some objections to pluralism. The irreducibly metaphorical character of much religious language means that differences between world religions can be more apparent than real. Approaches to religious education should embrace a moderate religious pluralism. (shrink)

My intention is to improve the receiving of the idea of ‘interfaith dialogue and mutual acceptance’ for Romanian people in general and foremost on their teachers, by writing a handbook for teaching it to the students and future public opinion formatters. It is a requirement nowadays firstly to make people understand the benefits of interfaith, then to make them believe it is the only solution of the social common living in such a religiously diverse society, and finally provide methodological and (...) technical support for those who want to become the voices of interfaith in their own environment. I need to lift my training to that level that I can improve myself, maturing from a religious pluralism embracer to a trainer, professionally prepared and systematic instructed. For that matter, this paper is not an unassisted research presentation, but a proposal from which I would like to evolve to a fully developed result that I will share with our Dialogo readers when published. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 115-121 [Access article in PDF] Instrumentality, Complexity, and Reason: A Christian Approach to Religions Terry C. Muck Asbury Theological Seminary I want to call into question The Paradigm, the threefold classification of Christian approaches to other religions as Exclusivism, Inclusivism, and Pluralism. I call this classification The Paradigm, with a capital T and a capital P, because it is the way we have categorized Christian (...) theological approaches to the other religions ever since 1982, when Alan Race proposed this "broad typological framework within which most of the current Christian theologies of religions can be placed," in his book Christians and Religious Pluralism: Patterns in the Christian Theology of Religions (Orbis Books). 1Race's was not the first attempt at such a paradigm. He was preceded by others, most notably Owen Thomas, who classified Christian responses to other religions under the headings of rationalism, romanticism, relativism, exclusivism, dialectic, reconception, tolerance, dialogue, catholicism, and presence. 2 But Thomas's categories have not stuck like Race's, perhaps because of the larger number and perhaps because they seem a mixture of apples and oranges, that is, a conglomeration of logical positions, emotive states, and simple demographics. Although this hodgepodge may be more true to the reality of the complex ways Christians relate to people of other faiths, Race's paradigm, simple and straightforward, has won out in the descriptive derby.I think it is time to question whether Race's paradigm should continue to be the primary way we classify the many ways Christian theologians and other Christians relate to the world's other religious traditions. I will describe why I think The Paradigm is losing its usefulness, make a proposal for a new way of looking at the other religions, and list both the losses/dangers and benefits of thinking in a new way. The Problem with the Paradigm The first sign that The Paradigm is showing its age is that very few people seem to really fit in any one of the three categories. I suspect that few of us here would be willing to say unambiguously, "I am an exclusivist," or "I am an inclusivist," or "I am [End Page 115] a pluralist." 3 And even if we were willing to identify with one or another of the options, then most likely we would in the same breath quickly say something like, "But let me tell you what I mean when I say I am an exclusivist (or inclusivist or pluralist)." That is, we quickly define the words in qualifying ways that address the objections that have been raised in reference to each of the positions:Exclusivists, for example, struggle to counter the charges of being inhumane, 4 or of making God seem inhumane, 5 or of being narrow, or of being misinformed, 6 or of being unscholarly. 7Inclusivists, for their part, struggle to counter the charges of being Christian exclusivists in disguise, 8 or of being offensive to non-Christians, 9 or of being pluralists in disguise, 10 or of holding a philosophically unstable position.Pluralists, in turn, make sure we know they are not relativists, 11 that they are not necessarily universalists, 12 that being a pluralist does not mean they are a-religious or that they consider themselves above the fray of common religious commitment. 13I don't think that this problem has just to do with the fact that the paradigm is what Max Weber called an ideal-type paradigm, where we set up ideal types as a way of clearly delineating logically possible positions vis-à-vis a presenting issue as a heuristic device. 14 Were that the case, it seems to me that we could still embrace The Paradigm as a way of talking about interreligious interchange and explicitly/implicitly acknowledge to one another that we recognize the ambiguity of the categories when it comes to applying them to complex individual adherents of complex religious traditions. 15I think dissatisfaction with The Paradigm goes beyond frustration with it as an ideal-type typology. The Paradigm has come to stand for... (shrink)

The article reveals the nature and manifestations of Ukrainian religious pluralism. Despite the constant interest in the topic - the plurality of religious life in Ukraine, science has not yet clarified the causes and roots of this phenomenon. The author analyzes the historical, psychological, socio-political factors that caused the religious diversity of Ukraine. The presence of many religious traditions within one ethnic and state territory promotes tolerant relations between bearers of different religious beliefs. Ukraine's (...) class='Hi'>religious plurality distinguishes Ukrainians from other nations. This gives grounds to consider Ukraine a unique religious phenomenon of the European level. Religious plurality is a condition for the establishment of the principles of freedom of religion, freedom of choice. The author derives worldview plurality and polydenominationalism in Ukraine from the history of the Ukrainian people, looking for their origins in the pre-Christian and later early Christian era. The presence of heresy in Ukraine as a generalized form of coexistence of different worldviews explains the current richness of religious traditions, their syncretization. The article makes an intermediate conclusion that the history itself, living conditions, national character of the people formed Ukraine denominationally plural. Based on such a historical foundation, since gaining state independence in 1991, Ukraine has been self-determined in its priorities regarding the country's spiritual / religious development. The Law “On Freedom of Conscience and Religious Organizations” adopted by the Verkhovna Rada of Ukraine created a legal basis for the equal existence and development of different religions in Ukraine. The plurality of Ukrainian society is enshrined in law. The basic principles of the plurality of religious life are confirmed by specific digital data that illustrate the richness of religious traditions in Ukraine quantitatively and qualitatively. The author provides statistics on all religions and denominations that exist in Ukraine, giving the number of communities, monasteries, schools, priests, publications and more. Detailed information seeks to form a holistic picture of the religious life of Ukraine. The analyzed data give grounds to single out the factors that determine the religious plurality of Ukraine. According to the author, at the beginning of the XXI century the denominational network of Ukraine has largely already formed. The mass emergence of new religious movements is unlikely. Nevertheless, Ukraine has not yet exhausted all the possibilities of religious pluralism. It can grow not only due to the emergence of some exotic, technological, syncretic religions, but also because of intra-confessional division or unity of communities. In Ukraine, there are structures that cultivate interreligious tolerance, which will ensure a high level of religious freedom. However, religious pluralism in Ukraine is periodically threatened by various circumstances - internal and external, general and local, collective and personal. In conclusion, religious pluralism is determined as a guarantor of religious freedom, the right of everyone to profess his chosen system of spiritual values. (shrink)

3 Mart 1924 tarihinde ilan edilen Tevhid-i Tedrisat Kanunu’nun uygulama boyutu Cumhuriyet Tarihi boyunca devam eden tartışmaların çıkış noktası olmuştur. Kanuna dayandırılarak medreselerin kaldırılması ardından açılan yeni din eğitimi kurumlarının da bir müddet sonra kapatılması ve din derslerinin de aşamalı olarak eğitim programlarının dışında bırakılması din derslerini uzun yıllar eğitimin bir parçası olmaktan çıkarmıştır. Çoğulcu demokrasi fikrinin ortaya çıkardığı ifade hürriyeti ve bunun sosyal ve siyasi hayattaki yansımalarının bir sonucu olarak din dersleri yeniden gündem konusu haline gelmiştir. Bu makalede Türkiye’de (...) çok partili hayata geçişin sağlanmasıyla birlikte din dersleri konusunda yaşanan gelişmeler ve din eğitimi veren kurumların geçirdiği yeniden yapılanma süreci kronolojik bir yöntemle sunulmuştur. Makale çerçevesinde 1924’ten 1946 yılına kadar olan süreçte din dersleri konusunda yaşanan gelişmeler kısaca anlatılmış, ardından 1960 yılına kadar olan süreç incelenmiştir.As we analyze the history of Republic of Turkey, the year 1946 and the following years have become the milestone for the transition process to pluralist democracy. This period of time could be regarded of a crucial influence on political and social transformation. Within the article, developments taken place in religion classes and re-construction period of the institutions taught religion after the transition process to pluralist democracy from single party regime have been chronologically presented. The article looks through the developments in religion classes from 1924 until 1946 and then analyzes the period up until 1960. (shrink)

This study explores the role of community initiatives in fostering peaceful coexistence within UAE society through the lens of philosophical and religious perspectives. By employing a descriptive and analytical approach, the study examines how these initiatives contribute to the promotion of tolerance, social harmony, and interreligious dialogue in a diverse society. Data were drawn from official reports, statements from the UAE Ministry of Tolerance, and prior scholarly work. The findings indicate that community initiatives in the UAE have been (...) instrumental in cultivating a culture of tolerance and peaceful coexistence, transcending cultural and religious differences. These initiatives are distinguished by their inclusive nature, engaging various societal groups, and offering a range of diverse activities that promote mutual understanding and respect. The study concludes that the UAE has established a unique model for religious and cultural harmony through its community initiatives, which draws on both philosophical values and religious teachings. It recommends strengthening institutional cooperation and expanding public engagement in these initiatives to ensure their continued success. Furthermore, the integration of tolerance and peaceful coexistence into educational curricula is advised, fostering these values from an early age to instill them across generations. (shrink)

It is an issue of already longstanding significance in philosophy of religion after John Hick, that is of differing models of religious consciousness, in the frame of interreligious relations which is tackled in the paper but it is done on the basis of the texts of a concrete philosopher and the narratives around his figure. One of the most eminent Naiyayikas, Udayana, is singled out, as the author of the very renown composition in verse Nyāyakusumaňjali offering arguments for (...) the existence of God in the framework of polemics with the anti-theistic schools and the anti-Buddhist fundamental compendium Ātmatattvaviveka, along with the stories about his very resolute and victorious struggle against Buddhism in the epoch of the latter’s final extirpation from India. The author comes to conclusion that the features of exclusivism, inclusivism and gradualism are detected in his texts and traditions around him and, therefore, any univocal authentication of his attitude to otherwise-minded and those of other faiths is impossible. While participating in the supplantation of Buddhism from India, Udayana displays very resolute exclusivism. When he addresses the educated audience sermonizing his philosophical theism, he uses purely inclusivistic strategy of uncovering implicit knowledge of Īśvara even with those very far removed from the truth. And when he attempts to locate Nyāya on the map of philosophical world-views he uses gradualism as “philosophy of ascent” of the truth from lower to higher levels. As is impossible as well to mark out of his attitudes the so-called pluralism considered by Hick as fundamental advantage of Eastern religions over the Western ones. Comparativistic parallels along with differences and some specification of the main categories of interreligious relations are also offered in the paper. (shrink)

The city of Manado and province of North Sulawesi have built a public identity based on religious harmony, claiming to successfully model tolerance and inter-religious relations for the rest of Indonesia. Yet, in discourses and practices relevant to everyday interactions in schools and political debates in the public sphere, two primary contested frames for belonging emerge in tension with one another. On the one hand, "aspirational coexistence" recognizes a common goal of working toward religious harmony and inclusive (...) belonging. On the other hand, "majoritarian coexistence," in which the legitimacy of religious minorities is understood as guaranteed exclusively by the goodwill of the Protestant majority, also emerges in discourses and practices of coexistence. These two agonistic frames of coexistence stem from both a real pride at having staved off ethno-religious violence that plagued surrounding regions at the turn of the twenty-first century, as well as a concern about whether the area will maintain a Christian majority in the future. Based on ethnographic research in Manado, North Sulawesi, a Protestant-majority region of Indonesia, Ethics of Belonging investigates the dynamics of ethical deliberation about religious coexistence. In this analysis, schools are understood as central sites for exchange about the ethics and politics of belonging in the nation. The author draws on in-depth fieldwork at three secondary schools (a public high school, private Catholic boarding school, and public madrasah), an inter-religious "exchange" program among university students, and societal debates about religion and belonging. Each of the schools promotes a distinct method to addressing diversity and a particular understanding of the relationship between religious and civic values. Larson's research demonstrates how ethical frameworks for approaching religious difference are channeled and negotiated through educational institutions, linking up with their broader political context and debates in the community. This resource argues for a consideration of ethical reflection as a fundamentally pedagogical process, with important ramifications beyond the immediate environment. The focus on educational institutions provides a critical connection between interpersonal and public ethical deliberation, elucidating the entanglements of ethics and politics and their manifestation across different societal scales. (shrink)

This article will explore the pattern of conflicts between secular thinking and religious beliefs from the perspective of critical thinking and analyse the potential that this conflict holds for increasing tolerance inside mixed society such as in Romania. It is often said that the ability of thinking critically deeply erodes the propensity towards religious faith and there are numerous study results that back up this assertion. This article tries to explain that religious faith becomes fully understandable only (...) in some larger pattern that shapes morality, cognitive strategies and social practices and this is true for secular thinking as well. We can name this patterns ascendant, respectively descendant. Ascendant thinking derives and explains higher level practices beginning from lower level entities through progress and emergence and for this kind of thinking, morality and cognition are an open fields that can be indefinitely improved. This kind of thinking embraces novelty and creativity and aims at human beings becoming capable of managing this novelty. The descending model derives from and explains the lower levels through complex and immutable entities and will tend to see novelty as change capable of breaking their models and therefore act towards neutralizing novelty through interpretation. Information and practices that cannot be neutralized will be counted as abnormous. The article comes forward with a comparative analysis between these two opposing patterns, showing that this interpretative frame is valid in retrodiction and that it can fundament concrete predictions. It will also show that critical thinking is permitted and can fundament a space for compromise and dialogue between religious and secular people. (shrink)

This study documents how multicultural education is constructed and implemented in a local pesantren in Tabanan, Bali, Indonesia, namely PBBI (Pesantren Bali Bina Insani). It demonstrates that the multicultural education in this pesantren is based upon the reality of religious, cultural, ethnic, group, and gender diversity that exists surrounding the pesantren. Teaching and administrative staff of this pesantren consist of Muslims and Hindus. Students come from the different socio-cultural backgrounds. Inclusive and tolerance values are incorporated into the (...) curriculum of the pesantren. Multicultural education in this pesantren has become a strategic instrument for adaptation to the Hindu environment where it is located. The pesantren teaches students how to implement Islamic teaching on pluralism and inclusivism in their daily activities. (shrink)

In Indonesia, scholars differ on how to deal with religious fundamentalism and intolerance. On the one hand, there are supporters of a militant approach, but on the other hand, there are those who prefer a moderate one. This article aims to analyze Indonesia's largest Muslim organization, Nahdlatul Ulama/NU and its responses towards the puritanical Wahhabi ideology. The organization is renowned for its contest against fundamentalist Muslim groups in post-New Order Indonesia. Focusing on the local branch of NU in Jember, (...) East Java, this article argues that NU adopts an intolerant approach in dealing with Wahhabi groups and their Islamic da'wah activism. NU’s approach is double-barreled first still within its moderation framework, the second falling out. NU rejects Wahhabi's religious orthodoxy, anti-pluralist, and discriminatory attitude towards different faiths who are lumped together as “infidels.” Yet, its attitude towards Wahhabi right to establish Islamic educational institutions represents authoritarianism. This article analyzes the impact of the local NU’s dualism of weakening intolerance on the one hand and undermining pluralism on the other hand. (shrink)

This article employs the notions of exclusivism and inclusivism to categorise the responses of prospective Islamic religion teachers towards various Islamic religious sects. Despite the prevalent criticism surrounding the perceived oversimplification and a lack of insight provided by the two typologies, we have found them to be valuable tools for elucidating the phenomena under investigation. Quantitative data were collected from 154 respondents using questionnaires containing multiple-choice questions. Data frequency, cross-tabulation and gamma values are statistical techniques employed to analyse and (...) characterise data and ascertain the nature of their associations or dependencies. This study provides evidence indicating that a significant proportion of prospective Islamic religious teachers had a worldview characterised by exclusivity. Their exclusivist stance is seen in their acknowledgment of sects that deviate from their own, such as Wahhabism, Shia, and those engaging in non-scriptural forms of worship. Some individuals agree with the designation of heretical being attributed to those who adhere to distinct religious worship customs. Moreover, these individuals perceive contentious theological assertions, such as those made by Sheikh Panji Gumilang, as warped, misguided and beyond redemption.Contribution: This study implies the need to review and reconstruct higher education curricula to prepare prospective Islamic religion teachers who are moderate, tolerant, inclusive, and uphold human rights. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:IN PRAISE OF PLURALISM * RONALD F. THIEMANN Harvard Diviinity School Cambridge, Massachusetts K CENTLY A GROUP of scholars at Harvard University met to discuss the question of whether the United States ha;d entered a. period of moral decline. Our conversations ranged over a wide spectrum of topics: the distinction between priva.te and public life, the relation of notions like mol'lality and justice, the issue of how a decline (...) in morality might be dooumented. The discuS'sion was carried on with a sense of intellectual seriousness and passion but was also characterized by a degree of frustration, given the brea;dth of the topic and the diversity of the participants, who were drawn from the faculties of arts and sciences, 1aw, medicine, government, business, and divinity. Our approaches to the topic were diverse and consequentily our disputes were spirited. Whatever the disagreements among the group, however, we were united by a conviction tha.t such conversations a;re essential if we are to under:s.tand the moral complexity of our pluralistic society. Tihis gathering of soho1ars at Harvard exhibits four important ohamcteristics of the current deba.te about moraility and public life. 1) The recognition that the moral issues we are facing cut a;cross traditional disciplinary lines and require a joint effort by scholar:s working in diverse fields and pl'ofessions ; 2) an awaireness that the plurality of moral positions within pwblic and aicademic life threatens the possibility of consensus on issues of public importance; 3) the conviction, nonetheless, that joint scholarly refieob:ion can have an impact *Ethics After Babel. By JEFFREY STOUT. Boston: Beacon Press, 1988. Pp. 338. $27.50. 489 490 RONALD F. THIEMANN on the moral issues currently vexing American public life: 4) the a;eknowledgement that religion has a role to play in the conversation about the future of momlity and public affairs.1 Jeffrey Stout'·s new book Ethics After Babel is an important and lively contiribution to the current discussion about mora;lity and public life. While the book focuses primarily on issues central to moral philosophy, its arguments have broad implications for debate on topics of importance to public life more generally. Stout'.s work can be seen as an exemplification, expansion, and justification of the four points identified in the previous pM"agraph. But the book is much more than that: it is an extended, sustained, and persuasive argument that pluralism iin public discourse about moral issues need not lead to 1skepticism, nihilism, or relativism. Stout steers a steady oourse between the cultural pessimists who decry our current state as one of hopeless mor:al fragmentation and the intellectual foundationafists who seek to dispel our cultural malaise through some philosophical sleight-of-hand. Ethics After Babel is divided into three major sections. The first," Spectres of MoI"al Diversity," tackles the issue of truthclaiming in moral discouvse and defends non-foundational ethics against the charge of relativism. The -second, " The Eclipse of Religious Ethics," deals with the relation between reJigion and moraJity, reruson and tradition, and with the question of the future of a public theology. In the final section, "Moral Discourse in P·lur:aiistic Society," Stout defends aversion of pragmatic liiberalism and distinguishes his own po.s:i.tion from that of Alasdair Maicintyre and Richaro Rorty. In the·last chapter Stout shows how many of the concepts Macintyre has introduced into the philosopmcal discussion can be used in service of Li:beral social criticism. The reader gilimpses in 1 It is unlikely that the Divinity School would have been represented in any such gathering as recently as five years ago. The fact that no one from the School of Education was invited to join this group is evidence of the continuing marginality of certain crucial professions within American higher education. IN PRAISE OF PLURALISM 491 these final chapters the :beginnings of Stout's own constructive oontriibution to the issues of morality and pwblic life. Stout seeks in this v:olume to move the discussion in poJitical philosophy and ethics beyond the "liberal vs. oommuntarian " issues that have dominruted the recent litemture. In opposition to the individualism and foundationalism that characterize the classic modern... (shrink)

Since conflicts of human rights can be translated into conflicts of values, this article looks into the sources and extension of value pluralism for a better understanding of the sort of conflicts of human rights that women face in multicultural contexts. Furthermore, a proper understanding of personal autonomy as a founding value underlying individual rights can contribute to an interpretation of women's human rights that takes account of both their untouchable core as well as their contextual meaning. As conflicts of (...) fundamental rights most often take place in a scenario of strong pluralism, the article considers cases of conflicts of rights in multicultural societies focusing on the overlapping values to be balanced. Religious freedom, education, neutrality, equality or toleration are some of the issues to be addressed: all of these are important and should be evaluated considering their further implications for women as well as for the other individuals involved. (shrink)

RESUMEN Algunos textos de Abelardo, Tomás de Aquino, Llull y el Cusano, no solo muestran una forma específicamente medieval de encarar la diversidad interreligiosa, sino aun algo más, a saber, que las apreciables diferencias políticas y epistémicas que separan al medioevo de la modernidad no implican que la tolerancia sea una noción propiamente moderna, ni que su versión medieval resulte ajena a cierta admisión de la libertad religiosa y de la pluralidad en la verdad. ABSTRACT The examination of texts by (...) Abelard, Thomas Aquinas, Llull, and Nicholas of Cusa shows that they do not merely reflect a specifically medieval way of addressing interreligious diversity. Rather, it shows that the significant political and epistemic differences separating the Middle Ages from Modernity do not imply that tolerance is a specifically modern concept, and that the medieval version of tolerance allows for a certain degree of religious freedom and pluralism regarding truth. RESUMO Alguns textos de Abelardo, Tomás de Aquino, Llull e Nicolau de Cusa não somente mostram uma forma especificamente medieval de encarar a diversidade inter-religiosa, mas também algo mais: as apreciáveis diferenças políticas e epistêmicas que separam a Idade Média da Modernidade não implicam que a tolerância seja uma noção propriamente moderna, nem que sua versão medieval acabe sendo alheia a certa admissão da liberdade religiosa e da pluralidade na verdade. (shrink)

My purpose here is to provide a theoretical context for exploring what enables and prevents interreligious dialogue. My approach is to look at the possible attitudes within personal interactions that motivate and inform prejudice toward and acceptance of people of other religions and the possible attitudes that would mitigate it. I do not see religious tolerance and intolerance as an either/or relation but as varied phenomena that emerge from everyday human life. Societies and religions are many-sided, and personal (...) interactions between people of different religions reflect not only religious beliefs and traditions but the constellation of social forces and personal desires and fears. (shrink)

This study aims to investigate the concept of religious moderation in the form of values contained in Islamic religious education textbooks at the junior high school level and to analyse how these values are implemented in Bandung, West Java schools. This article employs qualitative data collection techniques, including a literature review, observation, and interviews. The study finds that the content of moderation values, such as non-violence, egalitarianism and fairness, and tolerance, aligns with the Indonesian government’s religious (...) moderation pillars. The study also reveals that the implementation of moderation values has been carried out, especially by Islamic religious education teachers, resulting in a safe and respectful school environment for Muslim and non-Muslim students alike. The implementation of non-violence values aims to prevent students from being exposed to extremist Islamic groups. Meanwhile, egalitarianism and fairness values emphasise the equality of every human being and place every religious community in a middle position between two opposite poles. Lastly, tolerance values emphasise the importance of religious freedom and the principle of national commitment, requiring every person and religious community to maintain their national commitment without feeling that their group has the highest rank. Furthermore, the study discovered that the implementation of moderation values based on textbooks had been carried out, particularly in two schools in Bandung City that involved the collaborative participation of students and teachers. Contribution: This finding contributes to the study of religious moderation in the general school at the primary education level. Until now, the study of religious moderation has mostly focused on the discourse of social movements and the atmosphere of Islamic education, namely Islamic boarding schools. (shrink)

Any liberal democratic state must honour religious and cultural pluralism in its educational policies. To fail to honour them would betray ideals of freedom and toleration fundamental to liberal democracy. Yet if such ideals are to flourish from one generation to the next, allegiance to the distinctive values of liberal democracy is a necessary educational end, whose pursuit will constrain pluralism. The problem of political education is therefore to ensure the continuity across generations of the constitutive ideals of (...) liberal democracy, while remaining hospitable to a diversity of conduct and belief that sometimes threatens those very ideals. Creating Citizens addresses this crucial problem. In lucid and elegant prose, Professor Callan, one of the world's foremost philosophers of education, identifies both the principal ends of civic education, and the rights that limit their political pursuit. This timely new study sheds light on some of the most divisive educational controversies, such as state sponsorship and regulation of denominational schooling, as well as the role of non-denominational schools in the moral and political development of children. Oxford Political Theory presents the best new work in contemporary political theory. It is intended to be broad in scope, including original contributions to political philosophy, and also work in applied political theory. The series will contain works of outstanding quality with no restriction as to approach or subject matter. The series editors are David Miller and Alan Ryan. (shrink)