Pre- and in-service education professionals facing religious diversity and interreligious dialogue in Catalonia
Education professionals, and especially those in secondary education, are key players in enabling intercultural and interreligious dialogue. However, it is worth asking whether educational actors are in fact adequately trained to address the serious responsibilities and challenges represented by the...
| Auteurs: | ; ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge
[2020]
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| Dans: |
Journal of beliefs and values
Année: 2020, Volume: 41, Numéro: 2, Pages: 179-194 |
| Sujets / Chaînes de mots-clés standardisés: | B
Katalonien
/ Interculturalité
/ Interreligiosité
/ Université
/ Enseignant à l’université
/ Formation
/ Étudiant
/ Dialogue interreligieux
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| RelBib Classification: | AD Sociologie des religions AH Pédagogie religieuse AX Dialogue interreligieux KBH Péninsule Ibérique ZF Pédagogie |
| Sujets non-standardisés: | B
socioeducational actors
B Religious Beliefs B Interreligious Dialogue B Schools |
| Accès en ligne: |
Volltext (Verlag) |
| Résumé: | Education professionals, and especially those in secondary education, are key players in enabling intercultural and interreligious dialogue. However, it is worth asking whether educational actors are in fact adequately trained to address the serious responsibilities and challenges represented by the participatory democratisation of public religious life. On the basis of a survey (n = 849), we analysed views on religious beliefs and interreligious dialogue among teacher-managers in secondary schools (n = 275; 59% state schools, 40% public-private schools) and future socioeducational actors (n = 574) studying at four Catalan universities. The findings revealed that these pre- and in-service education professionals held varying opinions and attitudes. Their views tended to be favourable towards diversity and dialogue, mostly coinciding with Knitter's mutuality model, but generational differences were observed, and different standpoints emerged with respect to religious beliefs and interreligious dialogue. The survey outcomes yielded a range of different profiles. In-service professionals had a moderate profile with regard to religious beliefs and dialogue, while among students two distinct profiles were identified: one representing a more open-minded, tolerant and progressive attitude towards religious diversity and interreligious dialogue, and another which included belief in absolute truths stemming from one's own beliefs. |
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| ISSN: | 1469-9362 |
| Contient: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2019.1672436 |