United Front Work on Six Religions

Lo, Sonny Shiu-Hing; Hung, Steven Chung-Fun; Loo, Jeff Hai-Chi

doi:10.1007/978-981-13-8483-7_6

Cited by 1 publication

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“…There is a mechanism intrareligious dialogue through the Six Religions (Buddhism, Confucianism, Taoism, Islam, Catholicism and Protestantism) bodies originated in the late-1970s (Lo et al , 2019), but the organizations “came to be known collectively” in 2003 (Nedilsky, 2009, p. 218). Presently, this framework is rather an example of administrative co-optation of religious organizations than a lobbyist endeavor of the latest, which Lo et al (2019) find “commendable” and effective.…”

Section: The Contexts Of Interreligious Hong Kongmentioning

confidence: 99%

“…As Tse (2016) noted, “upon the handover of Hong Kong to China in 1997, that close partnership underwent a change, and in the years since churches have had to deal with new forms of local and central government” (p. 3). Moreover, although institutionalization is unequal across Hong Kong religions (Lo et al , 2019), the city’s dispersed religious composition, together with delicate yet established collective interreligious mechanism, constitute “secularity in the sense of an accommodation between religious groups” (Wohlrab-Sahr and Burchardt, 2012, p. 894). This makes the threat of a “fuse of religion and state” (Ahdar and Leigh, 2013) barely feasible.…”

Section: The Contexts Of Interreligious Hong Kongmentioning

confidence: 99%

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The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity

Fedorov

2022

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Purpose In the light of intensifying academic discourses on contemporary religious education in Hong Kong, this paper aims to examine how the interreligious model (i.e. that features teaching religious variety rather than a particular faith) is consistent with Hong Kong’s social context. It begins with a theoretical conceptualization that interreligious education originates from certain preconditions and is only understood contextually. Next, the analysis identifies the preconditions within Hong Kong milieus: sociodemographic, sociocultural and legal. Design/methodology/approach Theoretically driven case study. The paper analyses Hong Kong's development toward interreligious education. Findings Albeit most conceptualizing of interreligious education has been conducted in Europe, the study finds the model functional to Hong Kong. Moreover, these preconditions-religious heterogeneity, freedom of religion and secularity – are met, although with their specifics. These preconditions, however, do not imply imperativeness yet rather feasibility if the interreligious model adheres to Hong Kong’s educational aims. Originality/value This study develops theoretical lenses for interreligious education in Hong Kong. First, it analyzes religious heterogeneity, freedom of religion and secularity within the Hong Kong milieus and reveals Hong Kong’s capacity to implement the interreligious model. It also advances scholarship on interreligious education in relatively underexplored settings (referring not simply to Hong Kong but to Chinese societies and contemporary Asia).

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Section: The Contexts Of Interreligious Hong Kongmentioning

confidence: 99%