the incarnation as the willingness of God to engage with humanity.The doctrine of creation as expressed in the value and human rights of everybody.Teaching of Christianity should be based upon the following theological foundations: This can contribute to the formation of social values and communal living. II Principles involved in teaching Christianity in dialogue with other faith traditionsĬhristian education and formation support the individual in the development of religious identity. We address these emerging convictions of ours to you in the hope that you will enter with us into a wider process of sharing. We believe that RE can play a vital role in achieving this goal We especially underline the goal of "working with communities of other faiths against the misuse of religious and ethnic identities in pluralistic societies". Given these observations, we can see a close relation between a RE in dialogue with other Faith traditions and the Decade to Overcome Violence, as decided by the VIIIth WCC assembly in Harare. To teach Christianity ecumenically in Europe is a statement against racism and ethnocentricity. To go one step further, we would stress that RE needs not only to be rooted in a theology of dialogue but also in a theology of justice.Īware of the confessional diversity of Christianity we also recognise that the presence in Western Europe of Christians with origins in other parts of the world, makes the presentation of Christianity as a multicultural and global religion a pressing need. Therefore it is a prerequisite for RE in dialogue with other religious traditions, that it addresses theological and sociological questions of justice. This can make it difficult for them to enter any discussion on the basis of equality. Those with whom we wish to engage in dialogue, often find themselves among the marginalised of our societies. The task of conceptualising RE, in dialogue with other faith traditions is an essential way forward. In societies where religious indifference, cultural intolerance and rapidly changing norms and values seem to prevail, RE can be the space in which young people learn how to deal with challenges to identity, manage conflict and develop sensitivity in interacting with difference. In this context RE takes on a renewed importance. For many, the increased exposure to other world views constitutes a threat instead of being seen as an enrichment. There is a perception that cultural and religious differences lead to social conflict. We now have more immediate contact with other ways of believing, knowing and behaving. Both trends present challenges and opportunities for intercultural and interreligious exchange and learning We also note that RE takes place in various settings, such as the family, congregations and educational institutions.Īt this point in history two main trends are the focus of the ecumenical movement, globalisation and pluralism, which are decisive elements influencing societies and all areas of education all over the world. We start from a position of acknowledging that in some situations Christianity is taught in a confessional context and in others as one religion among many. Our particular focus was teaching Christianity in dialogue with other faith traditions. Their willingness to work together in this area and the way in which shared spiritual concerns built bridges between participants give us hope for the future. Our work was given further impetus by the results of the WCC consultation in October 2000 held in Bangkok, where representatives of different faith traditions were brought together. We were encouraged by the sharing of experiences from a variety of settings. We are religious educators from Western European countries hosted by the World Council of Churches, Education and Ecumenical Formation Team gathered to reflect about the changing role of Religious Education (RE) in a time of growing pluralism. Geneva 19 - 23 October 2000 I An invitation for conversation Consultation organized by the Education and Ecumenical Formation and Interreligious Relations teams in cooperation with the Comenius-Institut, Münster, Germany
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