Section one of this International Handbook attends to the
philosophical and theoretical aspects of inter-religious education.
The authors who contribute to this section critique current
religious educational practice and offer skills, information and
criteria for theory building in the area of inter-religious
education. Among the contributors to this section of the
International Handbook, one is from the United Kingdom, five are
from the Untied Statures of America, two from Africa, and there is
one contributor from each of Canada, Latvia and Norway. Two
contributors are from the Jewish tradition, one from Islam, one
from Orthodox Christianity and the others from a range of different
Christian orientations. Their theories and philosophies of
inter-religious education are informed by a range of perspectives
including human rights, feminist theory and the perspective of
Jewish-Christian and inter-religious dialogue.
Section two deals with religious education for inter-religious
engagement. The body of scholarship contained in this section
argues that religious education needs to provide an empathetic
understanding of people, their histories and contexts, and the role
of religion in their lives. Of the thirteen scholars who will
contribute to this section, one is from the United States of
America, two are from Ireland, two are from the United Kingdom, two
from Canada and the remaining are from Japan, the Netherlands, New
Zealand, Israel, Australia and India. Much of this section draws on
recent empirical research and it covers such diverse topics as
fundamentalism and ecumenism, critical reflexivity, dialogue
between Judaism and Islam, Islamic values and the role of Buddhism
in promoting inter-religious education.
Section three analyses the connection between inter-religious
education and the promotion of social justice and peace. Indeed a
concern for justice and peace is common to all religions and can be
the focus of inter-religious education. Among the scholars who will
contribute to this section, four are Australian, two are German,
and the remaining are from Norway, the United Kingdom, India, the
Netherlands and Mumbai. Motifs in this section of the International
Handbook cover suffering as a lens for understanding the history of
religions, inter-religious tolerance, fundamentalism and
fanaticism, peace education, theology and the role and critique of
all of these in inter-religious education for social justice and
peace.
Section four Inter-religious education for citizenship and human
rights brings together a number of religious educators, expert
theorists, empirical researchers and those working in international
educational policy to examine the role of inter-religious education
in promoting citizenship and human rights. Scholars will contribute
to this section from Switzerland, England, Australia, France,
Finland, Russia, Norway, the United States of America, Germany,
Sweden and Japan. The chapters in this section will cover the
specifically religious dimensions of policy and practice in human
rights and citizenship and will draw on the policies and works of
international bodies such as UNESCO as well as providing more local
perspectives.
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