Interfaith education:
Learning in religions programme

Religious Education in Plural Societies: An Inter-religious Curriculum Development Project Problem Field and Project Description Religious diversity in classrooms is increasingly the norm in Western Europe and in countries such as South Africa. Whereas, from a theoretical perspective of Multicultural Education, it can be argued that every effort should be made to open the curriculum to this diversity, the reality is that minority children continue to experience the school as a foreign environment in spite of such reforms. Although Religious Education has done a great deal in providing opportunity for a fair study of all the religions, it is precisely in this subject that minorities often experience their moments of greatest alienation. Children accustomed to an approach which reveres religious tradition often have difficulty with some of the more critical approaches to the study of religion. The particular contribution of our project is a study of religious epistemology, particularly in Islam and Christianity. A survey of the theories and practices within institutions such as Koran Schools and Confirmation Classes will form the foundation. Because of the specific competence within the research team, the focus is on the various approaches to the didactics of sacred texts. The project seeks to establish the extent to which it is possible to promote an enriching dialogue between the various didactic approaches. This initiative comes at a time when schools in Hamburg are introducing a new curriculum built upon a theology of inter-religious dialogue. At the same time the Education Ministry in South Africa is embarking on a similar initiative for RE in schools which will contribute to reconciliation in the society. It is envisaged that the project will meet the practical need of teachers for appropriate teaching material. Approach: It is important for the research team to itself to embody inter-religious dialogue in both its composition and its practice. While it is envisaged that the actual research and materials development will be done by a small group of graduate students and teachers, a network of specialists will also be available to support the project. The emphasis is on combining research and practice in such a way that concrete support is provided for teachers in multi-religious settings. In order to do this it is essential that dialogue also be with both the religious and the teaching communities. Background History: The association, in the field of Religious Education, between Hamburg and Cape Town has a long institutional and personal history. In 1992, Prof. Dr. Wolfram Weiße from the University of Hamburg first established contact with the Institute for Comparative Religion in Southern Africa (ICRSA) at the University of Cape Town. In the following year members of ICRSA, including Imam Rashied Omar and Prof. Dr. Gordon Mitchell, were guests of the Paedagogish-Theologisches Institut in Hamburg. This was followed by numerous exchanges between the two centres over the following seven years. The similarities between the two contexts with regard to their rapidly changing religious and cultural demography provided a meaningful ground for the relationship. In February 2000 Gordon Mitchell, who had by then accepted a call to the University of Hamburg, returned to Cape Town. Research, including audio-visual recordings of didactic practice, was conducted in the Koran School of the Claremont Mosque where Rashied Omar is Imam. This formed the basis of what is described below as Phase 1. Process: Phase 1: Feb. 2000 - Jan.2001 In February 2000 initial pilot research was conducted at the Koran School of the Claremont Mosque in Cape Town. The interview material and audio-visual footage was used in two RE courses conducted in the Fachbereich Erziehungswissenschaft at the University of Hamburg. These Seminars, Didaktik Heilige Texten and Interreligioese Materiallien Entwicklung, offered a means of exploring with students the possibilities of applying traditional educational methods to the practice of RE in a modern pluralistic setting. The study of the role of orality in the reception of sacred text in Islam led to an awakened interest in liturgical and mystical elements within the Christian tradition. Phase 2: Feb. 2001 - July 2001 The curriculum material developed during 2000 will be analysed and presented in a format that can be used by RE teachers. It is envisaged that this will consist of a handbook, videotape and CD ROM. Interviews will be conducted and observations made in Koran Schools and in Confirmation Classes in Hamburg and in Cape Town. A workshop in Cape Town is planned for February 2001. It is envisaged that discussion in a group made up of teachers in state schools, teachers in religious institutions, students and academic specialists will serve as the basis of this parallel project. (Gordon Mitchell and a student researcher from Hamburg will be in Cape Town in February 2001, as part of an exchange programme between the two universities.) A small team will then seek to translate the ideas into curriculum material. Phase 3: August 2001 - The impact of the curriculum material in a classroom setting will be carefully monitored, and the material refined. Translations into German and English will enable material to be tested trans-nationally. Both the curriculum material and findings will be discussed as widely as possible. Theoretical reflection will be maintained, particularly in the fields of Postcolonial Studies and Comparative Religion. The preliminary research findings will be published in a professional journal. Advisers and Partners: Prof. Dr. Wolfram Weiße, Fachbereich Erziehungswissenschaft, Universität Hamburg Dr Yusuf Waghid, Faculty of Education, Stellenbosch University Dr Azila Reisenberger, Department of Jewish Studies, University of Cape Town Ms Nokuzola Mndende, Member of Parliament, Cape Town Gesprächskreis für Interreligiöse Religionsunterricht, Hamburg Pädagogisch-Theologisches Institut Hamburg Kommission für Erziehung und ökumenische Bildung, Ökumenischen Rates der Kirchen Institute for Comparative Religion in Southern Africa Project Co-ordinators Prof. Dr. Gordon Mitchell, Fachbereich Erziehungswissenschaft, Universität Hamburg Imam A. Rashied Omar, Claremont Mosque and University of Cape Town 22 November 2000 Back to consultation on "Concepts of teaching and learning in religions: Teaching Christianity in dialogue with other faith traditions Back to "Interfaith education: Learning in religions programme" Back to "EEF learning and teaching - styles and methods" page