Interreligious communication

1. Interreligiouscommunication Prof. Dr. Wolfram Weisse 10th World Conference of the International Christian Maritime Association “Promoting Seafarers’ Dignity” 22 August 2011, Hamburg

2. I. Introduction: Religion in modern society Jürgen Habermasregards religious tolerance as "the pacemaker for multiculturalism, correctly understood, and for the equal coexistence of different cultural forms of life within a democratic polity” (2008, 257). 3/20

3. II. Young People in Europe on Religious Heterogeneity and Religious Education. Results of the REDCo project REDCo - an overview: Funded by the European Commission over a period of three years from March 2006 onwards with a total of approx. 1,2 million Euro. Eight participating countries: Estonia, Russia, Norway, Germany, The Netherlands, England, France, Spain. Objective:The main aim was to analyse how religion can be integrated into the educational systems of different European countries in such a way as to create a net gain in mutual understanding rather than separation. Research team: Consortium of 12 project leaders and 30 younger researchers from the disciplines theology, Islamic studies, education, religious education, sociology, political science and ethnology. Common conviction: Religion must be included in schools, as religion is too important a factor in the social life and the coexistence of people with different cultural and religious backgrounds throughout Europe. 7/20

4. II. Young People in Europe on Religious Heterogeneity and Religious Education. Results of the REDCo project REDCo - an overview: Theoretical background: Interpretive approach and the approach of neighbour-religions as main stimulus to the study of religious diversity: Representation: Religions should be presented not as homogeneous and bounded systems, but in ways that recognise the diversity within religions and the uniqueness of each member, as well as the fact that each member is subject to many influences. (Jackson 2004) Methods:triangulation of qualitative (e.g. text analysis, participant observation, semi-structured interviews, videotaping of RE-lessons for interaction analysis) and quantitative methods (standardized questioning). Research focus:religious education for school students in the 14-16-year age group in various countries. Following presentation of results is based on: 800 qualitative and 8.000 quantitative questionnaires from the 8 REDCo-countries 8/20

5. Young People on Religious Heterogeneity: Mixed-method study of REDCo: REDCo qualitative findings: Reservations about Religious Pluralism Separation by Religion: Young people in Spain mainly thematise the relation between Catholic and Muslim pupils. One Catholic girl explains that coexistence with Muslims is impossible, indeed "they have different customs, so as far as I know, that would be a catastrophe", because of different customs and dietary restrictions (the prohibition of pork and alcohol). And a Muslim girl from Melilla states: "Our religion is in the Qur’an, I cannot coexist with them because theirs talks about Jesus." 9/20

6. Young People on Religious Heterogeneity: Mixed-method study of REDCo: REDCo qualitative findings: ValuingReligiousPlurality: The positions in support and favour of heterogeneity expressed in our study almost form a mirror image of those voiced against. The most prominent ones are an interest in other religions, the role of religion in fostering tolerance and civil rights, and communication between people of different faiths at the individual level. A Spanish Catholic girl formulated her basic views – shared by many young people who took our questionnaire throughout Europe – as follows: “It is interesting to know about other beliefs of other people, get to know something about their Gods and customs." 10/20

7. Young People on Religious Heterogeneity: Mixed-method study of REDCo: REDCo qualitative findings: ValuingReligiousPlurality: In the eyes of many of the pupils who responded to our questionnaire, the experience of being accepted despite having a different faith is central. A Muslim girl from St. Petersburg stresses the possibility of religious tolerance on the basis of her personal experience: “Yes, of course. I’m a Muslim, but all my classmates of another faith treat me very well." The question of individual willingness to make an effort takes center stage in the answers of some Norwegian pupils: “Yes I believe people with different religions can live together if they want it enough and love each other enough, and people my love whomever they want." 11/20

8. Young People on Religious Heterogeneity: Mixed-method study of REDCo: REDCo qualitative findings: ValuingReligiousPlurality: Their shared humanity is more important than their religious differences, and religions support equality and peace: Thus, a Muslim girl from Hamburg explicitly argues from the assumption of fundamental equality as the basis of coexistence: “I think people can live together since all humans are still equal no matter if they have the same religion or not. Because who thinks they could not live together still has a wrong idea of religions." Finally, the students emphasize the importance of religious tolerance and a global ethic of mutual understanding. One girl in England wrote on the possibility of coexistence between people from different cultural and religious backgrounds: “Yes they can live together because at the end of the day we’re all people and we’re put onto the world to live together." 12/20

9. Young People on Religious Heterogeneity: Mixed-method study of REDCo: REDCo quantitative findings: 13/20

10. Young People on Religious Heterogeneity: Mixed-method study of REDCo: REDCo quantitative findings: Religious pluralism is not only accepted, but widely welcomed. The majority believed that people of different religions could live together in harmony. The responding pupils were critical of truth claims that excluded people of different beliefs or faiths. Although pupils were clearly aware of the conflict potential of religion and religious plurality, the majority of young people share a vision of peaceful coexistence in a religiously plural Europe. The realisation of this vision was often presented as contingent on the existence of attitudes of tolerance, open-mindedness and respect, and on the exercise of key dialogue skills: learning about each other’s beliefs; listening to each other; getting to know a variety of views. 14/20

11. Young People on Religious Heterogeneity: Mixed-method study of REDCo: Pupils’ perspectives on Religious Education or religion in school "Learning about different religions at school helps us to live together." "Learning about religions at school helps me to understand current events." “Learning about religions at school helps me to learn about myself." 15/20

12. Young People on Religious Heterogeneity: Mixed-method study of REDCo: REDCo quantitative findings: "What are your experiences of religion in school? How much do agree that …“ (fully agree/agree) 16/20

13. Young People on Religious Heterogeneity: Mixed-method study of REDCo: Résumé: • The majority of pupils believe that Religious Education can promote a peaceful co-existence of people with different religious backgrounds. • Even though in some countries the necessity of Religious Education as a particular school subject is questioned quite strongly, the pupils are of the opinion that there should be a place for religion in school. • Most students would like to see school more dedicated to teaching about different religions than to guiding them towards a particular religious belief. 17/20

14. Young People on Religious Heterogeneity: Mixed-method study of REDCo: Résumé: • For those pupils who have no ties to organised religions, the school forms the main forum for learning about religion and the religious perceptions of other pupils. • For those pupils who belong to a religion, the school provides the main opportunity to come into contact with other religions. • Many of the pupils are prejudiced towards the religions of others, but at the same time are prepared to enter into dialogue with others whom they regard as interesting. The school provides a unique forum for them. • Almost all pupils regard teaching an interreligious understanding at both the personal and the societal level as a necessity and possibility. School offers possibilities to promote this possibility. 18/20

15. Interreligious Dialogue at University: The Academy of World Religions It embraces and develops theological approaches and concepts within all world religions that focus on dialogue as a central feature. These approaches should relate to contemporary plural society and actively address their context. Empirical research is conducted into the lives and situations of people of different religions in our society - focusing on Hamburg and other large urban areas in Europe and worldwide - that significantly add to extant data and can help us to productively relate theological approaches to the reality of living religious practice. Contributions to two academic curricula are offered: The Academy is actively involved in the development of training for religious education teachers. The Hamburg model of offering inclusive religious education for pupils of all religious beliefs and confessions also requires a religious pluralisation of the teaching body. This requires academically viable, university-level theological studies in the world religions we address. We also intend to offer a Master's Degree to provide competencies in the area of religion and dialogue to students from a wide variety of fields. III. Perspectives 19/20

16. Thanksforyourattention! For further references please see:http://www.awr.uni-hamburg.deContact: Prof. Dr. Wolfram WeisseEmail: weisse@erzwiss.uni-hamburg.de 20/20