Religious Pluralism and Religious Education

Ziebertz, Hans-Georg

doi:10.1163/157092593x00135

Cited by 11 publications

(6 citation statements)

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“…The notion of the theology of religions concerns the variety of ways in which religious traditions reflect on and express their self-understanding of their relationship with other religious traditions. Empirical measures of the theology of religion have been introduced into a series of empirical studies by Ziebertz (1993Ziebertz ( , 1995Ziebertz ( , 1996Ziebertz ( , 2003Ziebertz ( , 2005Ziebertz ( , 2007Ziebertz ( , 2012. Working on and developing the foundations proposed by Ziebertz, Astley and Francis (2016) constructed a new multiple-choice question inviting participants to select one of seven statements that comes closest to their own view on the status of their religious belief.…”

Section: Theological Factorsmentioning

confidence: 99%

Assessing sectarian attitudes among Catholic adolescents in Scotland

McKinney¹,

Francis

McKenna

2019

Journal of Beliefs & Values

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Sectarianism is perceived as a serious issue in Scotland despite a lack of concrete evidence, according to the Advisory Group on Tackling Sectarianism. This paper addresses one of the gaps in knowledge, the attitudes of Catholic school pupils. Our research was designed to profile sectarian attitudes among a sample of Catholic school pupils in Scotland, using our own newly designed Scale of Catholic Sectarian Attitudes.The research assessed the influence of five sets of factors on shaping individual differences in sectarian attitudes: personal factors (sex and age), psychological factors (personality), religious factors (identity, belief, and practice), theological factors (exclusivism), and contextual factors (Catholic schools). The study draws on data provided by 797 13-to 15-year-old school pupils from schools in Scotland who selfidentified as Roman Catholic. We offer a new tool for measuring attitudes to sectarianism and also findings that demonstrate that sectarian attitudes exist within the young Catholic community in Scotland and that this has possibly become part of a wider problem generated by the public visibility of religious diversity within an increasingly secular society. Further we find that Sectarian attitudes are higher among males than among females and are higher among nominal Catholics than among practising Catholics.

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Section: Theological Factorsmentioning

confidence: 99%

Assessing sectarian attitudes among Catholic adolescents in Scotland

McKinney¹,

Francis

McKenna

2019

Journal of Beliefs & Values

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“…The works of van der Van and Ziebertz are located on the continuum of this discussion. They have continued and have modernized this discussion by finding that three models are practiced in reality and are empirically identifiable (e.g., Ziebertz 1993Ziebertz , 20032007;Van der Ven 1994;Van der Ven and Ziebertz 1994). Using Buberian language, they introduce the monoreligious model as an "I-perspective" model of education because it addresses Christian perspectives alone.…”

Section: Models Of Theological Education With the Othermentioning

confidence: 99%

“…The interreligious model is an "I-You perspective" model of education as it allows mutual encounter and interaction (see Van der Ven 1994;Ziebertz 2007). Ziebertz further describes these approaches as the models of "learning-in" (monoreligious), "learning about" (multireligious), and "learning from" (interreligious) (Ziebertz 1993).…”

Section: Models Of Theological Education With the Othermentioning

confidence: 99%

Religious Others in (Christian) Seminaries: Three Approaches and Conundrums

Lee

2019

Religions

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The number of students from other religious traditions is increasing in Christian seminaries in the United States. However, seminaries have different motivations, visions, and rationales that determine whether and how they accept these students. The purpose of this article is to examine how seminaries approach this matter and what issues follow. The author suggests that the revised framework of Van der Ven and Ziebertz's models of religious education (the monoreligious, multireligious, and interreligious models) can be particularly helpful in theorizing the current context of seminaries that are becoming multireligious. This article then explores the challenges that each model encounters and finds that those challenges, or conundrums, are closely related to the tensions between values such as openness, educational justice, and institutional identity.

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“…This interreligious encounter has implications for religious education, regardless its diverse understandings, thus its ambiguities, and approaches (Jackson, 2016), which in turn determines how religious materials will be delivered. It is assumed here that there are three models of religious education: (1) mono-religious education as a method of learning in a certain religious environment, (2) multireligious education as a method of learning about religions, and (3) interreligious education as a method of learning from religions (Ziebertz, 1993) and that the last model is a legitimate critique and alternative for two other models which has been developed since 1990s (Pollefeyt, 2007).…”

Section: Introductionmentioning

confidence: 99%

Crosscutting Religious Education for a Better Self-Understanding as a Response to Religious Extremism

Andreas

2017

IJIET

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Interreligious education has been recognized as alternative for mono-religious and multi-religious education in the Western World since 1990's. This model underscores plurality both as a part of departure and as a possible result of religious education and at the same time it avoids a purely objective approach to the multitude of religions. However, there has been hardly any trace of interreligious education in Indonesia and in fact, even some people agree to abolish mono-religious education in the schools, which is considered to be vulnerable to favouritism and communal tensions. This study proposes a certain way of learning called cross-cutting religious education which may be applied within mono-religious model. The main concern is the following research questions: To what extent can crosscutting religious education lead to moderation and how can it provide cognitive, affective, and attitudinal dimensions which are required to restrain the tendency of religious extremism? The author argues that a crosscutting religious education in high schools through religious literature provides a better self-understanding which in the long term reduces the tendency of religious extremism. Thus, the study shows a method of hermeneutics which results in a better self-understanding of certain religious tradition based on the reading of different religious tradition texts.

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Religious Pluralism and Religious Education

Cited by 11 publications

References 0 publications

Assessing sectarian attitudes among Catholic adolescents in Scotland

Assessing sectarian attitudes among Catholic adolescents in Scotland

Religious Others in (Christian) Seminaries: Three Approaches and Conundrums

Crosscutting Religious Education for a Better Self-Understanding as a Response to Religious Extremism

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