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Religious Tolerance as the Basic Component of Inter-Religious Dialogue
Marina V. Vorobjova
Journal for the Study of Religions and Ideologies , 2004,
Abstract: The problem of religious tolerance is of supreme importance in the contemporary world. Just as, a few centuries ago, many wars were provoked by religious motifs, so today clashes on religious grounds provoke military conflicts that have long overgrown the walls of churches and mosques and keep growing in spite of the sacred traditions of the religions themselves. Orientation to love fails to work, and the ìneighbor becomes an enemy if he does not confess the same religion. Where shall we search for the reason behind religious hostility? What is the history of intolerance? Who was the first to throw the stone that shook the foundations of peaceful coexistence of particular families and whole states? We propose to turn to the following themes: 1. World religions and relations between them (on the question of Christian- Judeo-Islamic dialogue) 2. Relations inside world religions (on the example of Christian confessions) 3. Interrelations between world religions and new religious movements.
Religious Tolerance as the Basic Component of Inter-Religious Dialogue  [cached]
Marina V. Vorobjova
Journal for the Study of Religions and Ideologies , 2004,
Abstract: The problem of religious tolerance is of supreme importance in the contemporary world. Just as, a few centuries ago, many wars were provoked by religious motifs, so today clashes on religious grounds provoke military conflicts that have long overgrown the walls of churches and mosques and keep growing in spite of the sacred traditions of the religions themselves. "Orientation to love" fails to work, and the "neighbor" becomes an enemy if he does not confess the same religion. Where shall we search for the reason behind religious hostility? What is the history of intolerance? Who was the first to throw the stone that shook the foundations of peaceful coexistence of particular families and whole states? We propose to turn to the following themes: 1. World religions and relations between them (on the question of Christian-Judeo-Islamic dialogue) 2. Relations inside world religions (on the example of Christian confessions) 3. Interrelations between world religions and new religious movements.
Dialogue of Life and Its Significance in Inter-Religious Relation in Malaysia  [PDF]
Suraya Sintang,Azizan Baharuddin,Khadijah Mohd Khambali @ Hambali
International Journal of Islamic Thought , 2012,
Abstract: Dialogue of life is a form of inter-religious dialogue which commonly takes place at any place and any time. It is a dialogical relation to promote amicable relation with people from different religions. It begins when one encounters, lives and interacts with the others and participates in daily life activities together. It is a social interaction which shows the involvement of non-elite participants in the inter-religious dialogue at the grass roots level. The non-elite participation in the inter-religious dialogue is necessary to accommodate the challenge of pluralistic society. This kind of process which involves the social interaction in everyday activity is known as a dialogue of life. Those activities can be seen in the life experience of living together with mix-faith family, celebrating festivities and wedding ceremony as well as doing (running) business with the other religious communities. The aim of this paper is to elucidate the concept of dialogue of life and how this dialogue has a significant impact on encouraging positive interaction among people of different religions in Malaysia.
Homeschooling and religious fundamentalism  [PDF]
Robert KUNZMAN
International Electronic Journal of Elementary Education , 2010,
Abstract: This article considers the relationship between homeschooling and religious fundamentalism by focusing on their intersection in the philosophies and practices of conservative Christian homeschoolers in the United States. Homeschooling provides an ideal educational setting to support several core fundamentalist principles: resistance to contemporary culture; suspicion of institutional authority and professional expertise; parental control and centrality of the family; and interweaving of faith and academics. It is important to recognize, however, that fundamentalism exists on a continuum; conservative religious homeschoolers resist liberal democratic values to varying degrees, and efforts to foster dialogue and accommodation with religious homeschoolers can ultimately helpstrengthen the broader civic fabric.
Religious and civic education: A critique of elements of educational reform in Serbia 2000-2003.
Ba?evi? Jana
Glasnik Etnografskog Instituta SANU , 2005, DOI: 10.2298/gei0553171b
Abstract: This paper attempts to re-interpret an element of the educational reform carried out since the end of 2000 by the Serbian Government and its Ministry of Education and Sports, namely, the introduction of two new subjects: Religious Education and Civic Education, to primary and secondary schools curricula. Based on similar analyses in educational and political anthropology, this element is viewed as a strategy of political legitimating of the regime that came to power in Serbia after Slobodan Milo evi . In this context, the introduction of Religious Education appears as, on the one hand, an act of symbolical gratitude to the Serbian Orthodox Church for the support it has provided in the second half of the 1990s for then-oppositional parties that came to power in Serbia in 2000; while on the other, it appears as a strategy of justifying political decisions by appeal to the set of "traditional" values embodied in religion and the Church. Likewise, the introduction of Civic Education as a "structural opposite" to Religious Education can be viewed as an attempt to balance between the traditional, nationalist and modern, pro-European sentiments, but in a way that perpetuates the artificial dichotomy between these two types of political orientation. Finally, I discuss some implications of the above analysis for the question of possibility of introduction of ethnology and anthropology to schools. In this context, I claim that the perpetuation of the "traditional/modern" dichotomy in political rhetoric and the educational reform, provides a chance for ethnology and anthropology to find its place in Serbian school curricula through simultaneously relying on the past, acknowledging the present, and planning the future of the discipline.
Civic Engagement in Higher Education: Concepts and Practices
Glenn A. Bowen
Partnerships : A Journal of Service-Learning and Civic Engagement , 2012, DOI: 10.7253/partj.v0i0.436
Abstract: As the new millennium dawned, it became clear that American higher education had done some serious soul-searching in light of concerns that it was losing distinctiveness in pursuit of prestige. Moreover, many institutions began returning to their roots in response to exhortations to take a new leadership role in preparing students for active, responsible citizenship. Ernest Boyer struck a responsive chord when he proposed the scholarship of engagement as a means whereby the academy would employ its considerable resources to tackle the social, civic, and ethical problems that beset our communities (Boyer, 1996). In 1999, higher education leaders across the country articulated their commitment to the civic purposes of their institutions as vital agents and architects of a flourishing democracy (Campus Compact, 2000). The present decade has witnessed a widespread renewal of higher education’s historical commitment to public engagement and the growth of service-learning as a pedagogical approach to developing civic knowledge and skills. However, much work remains to be done. Social problems persist, locally and globally; today’s youth view political involvement with skepticism; civic learning is lacking, or lagging. That is the basis of Civic Engagement in Higher Education: Concepts and Practices.
Formation and development of a civic stand of the future teacher’s personality in researches of foreign and domestic scientists
Evgeniya Kazaeva
Koncept : Scientific and Methodological e-magazine , 2013,
Abstract: The analysis of works of foreign and domestic scientists about a problem of formation and development of a civic stand of the future teacher’s personality is presented in the article. Philosophical, psychological and pedagogical aspects of this process are considered.
Civic engagement in the field of Psychology  [cached]
Tiffany Chenneville,Susan Toler,Vicki T Gaskin-Butler
The Journal of Scholarship of Teaching and Learning , 2012,
Abstract: The purpose of this article is to describe the importance of, and recommendations for how best to promote, civic engagement among undergraduate psychology majors. In this article, we will describe how the goals of civic engagement are consistent with the specific curricular goals of undergraduate psychology programs. We also will (a) review the empirical support for civic engagement in the field of psychology and describe the implications of this method for teaching students about diversity; (b) discuss some of the challenges associated with incorporating civic engagement in psychology courses as well as provide strategies for overcoming these challenges; (c) discuss some of the unique ethical issues related to civic engagement in the field of psychology; and (d) provide recommendations, using specific examples, for how to incorporate service-learning activities as a means of encouraging civic engagement in psychology courses.
Europe and the Inter-Religious Dialogue  [PDF]
Anca Parmena Olimid
Revista de Stiinte Politice , 2006,
Abstract: As religion of the entire Europe, Christianity could have been the cohesion factor for the whole continent, the bond of a community of both clergymen and laymen. Maybe for a while Christianity hasmanaged to respond to this challenge, but this same religion, far from drawing people together, has become a disagreement factor.For a long period of time, still, thinking of the Church as the State, Catholicism has been a theocracy in the manner of the ancient Eastern theocracies, by the ideal which placed the clergymenabove the laymen. 19th century Europe thus became the image of a religiously split continent, economically and politicallydivided.
Interreligious dialogue in local communities: Belgrade example  [PDF]
Bari?i? Sr?an
Sociologija , 2005, DOI: 10.2298/soc0503257b
Abstract: Within the interreligious dialogue research which was implemented between 2003 and 2005, there were seven religious representatives interviewed. All of the seven religious communities were settled in Belgrade. According to the certain answers given in the structured interviews, the author has tried, in this article, to make concise intersection of the interreligious relations within the capital of Serbia.
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