In this study, we aimed to examine the intercultural sensitivity levels and ethnocentrism levels, as well as some variables that affect them, of students studying in the Necmettin Erbakan University Theology Faculty in Turkey. A descriptive survey research method was adopted to realize this aim. The Intercultural Sensitivity Scale and the Generalized Ethnocentrism Scale were used as the data collection tools. The sample of the study consisted of 326 students studying in the Necmettin Erbakan University Faculty of Theology during the 2018–2019 academic year. According to our findings, the intercultural sensitivity level of the theology students was “high,” whereas their ethnocentrism level was “low.” The intercultural sensitivity levels of the theology students differed based on age and exposure to individuals from another country or culture. Ethnocentrism levels in the students differed based on gender, the nationality of the students (Europe, Turkey, Asia-Africa), the size of the settlement unit, and exposure to individuals from different countries or cultures.

Jean Piaget who was born on August 9, 1896 in Switzerland, studied the characteristics of children's language and thought and put four important periods of cognitive development forward. Piaget's cognitive development theory influenced the developmental stage theories that emerged in the fields, such as education, psychology, sociology, and morality. At the same time, the studies conducted in the field of cognitive development were used to determine the children's religious development stages by adapting them to the areas of religious education and religious development. On the other hand, Piaget attracted many researchers' attentions in terms of both the results achieved and the method providing these results obtained. In this process, a great deal of studies of evaluation and critique were done on the cognitive development theory. When the effects of the cognitive development theory are considered, it is necessary to follow the critiques directed at Piaget and to make evaluations in this direction. The aim of the study at this point is to evaluate the studies of religious education in Turkey in the context of the critiques directed at Piaget's views on language and concept.

tarihleri arasında gerçekleştirilen 1. Din Eğitimi Kongresi'nde sözlü olarak sunulan "Din ve Kültürel Pedagoji" başlıklı tebliğden genişletilerek hazırlanmıştır./ This article was prepared by expanding the paper titled "Religion and Cultural Pedagogy" which was presented at the 1st Religious Education Congress on 26.

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