Religious individualization: new challenges to education for tolerance
The focus of this article is on the relationship between tolerance and individualized religion as the most common type of adolescent religion in many western countries. Drawing on a number of qualitative studies conducted by the author with children and adolescents in Germany, as well as on other la...
| Main Author: | |
|---|---|
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
2007
|
| In: |
British journal of religious education
Year: 2007, Volume: 29, Issue: 1, Pages: 89-100 |
| Standardized Subjects / Keyword chains: | B
Individualization
/ Religious pluralism
/ Tolerance
/ Religious education
|
| RelBib Classification: | AD Sociology of religion; religious policy CC Christianity and Non-Christian religion; Inter-religious relations RF Christian education; catechetics |
| Online Access: |
Volltext (kostenfrei) |
| Parallel Edition: | Non-electronic
|
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| 520 | |a The focus of this article is on the relationship between tolerance and individualized religion as the most common type of adolescent religion in many western countries. Drawing on a number of qualitative studies conducted by the author with children and adolescents in Germany, as well as on other larger studies conducted by others, the author identifies a number of problem areas, for example, in Christian adolescents’ views of Islam, and discusses the consequences of individualized religion for tolerance education. Different models of religious education in Germany and other European countries are considered. Special emphasis is given to the following question: if and under what conditions can religion and religious education become sources of tolerance? The author suggests that the model of co‐operative dialogical religious education has the potential to support religious identities and, at the same time, to foster dialogical openness. | ||
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