world council of churches

Consultation on Concepts on Teaching and Learning in Religions
Teaching Christianity in dialogue with other faith traditions



I. An invitation for conversation
We are religious educators from Western European countries hosted by the World Council of Churches, Education and Ecumenical Formation Team gathered to reflect on the changing role of Religious Education in a time of growing pluralism. We were encouraged by the sharing of experiences from a variety of settings. Our work was given further impetus by the results of the WCC consultation in October 2000 held in Bangkok,1 where representatives of different faith traditions were brought together. 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 particular focus was teaching Christianity in dialogue with other faith traditions. 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. We also note that religious education takes place in various settings, such as the family, congregations and educational institutions.

At 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. Both trends present challenges and opportunities for inter-cultural and inter-religious exchange and learning.

We now have more immediate contact with other ways of believing, knowing and behaving. There is a perception that cultural and religious differences lead to social conflict. For many, the increased exposure to other world views constitutes a threat instead of being seen as an enrichment.

In this context religious education takes on a renewed importance. In societies where religious indifference, cultural intolerance and rapidly changing norms and values seem to prevail, religious education 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. The task of conceptualising religious education, in dialogue with other faith traditions is an essential way forward.

Those with whom we wish to engage in dialogue, often find themselves among the marginalised of our societies. This can make it difficult for them to enter any discussion on the basis of equality. Therefore it is a prerequisite for religious education in dialogue with other religious traditions, that it addresses theological and sociological questions of justice. To go one step further, we would stress that religious education needs not only to be rooted in a theology of dialogue but also in a theology of justice.

Aware of the confessional diversity of Christianity we recognise also 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. To teach Christianity ecumenically in Europe is a statement against racism and ethnocentricity.

Given these observations, we can see a close relation between a religious education in dialogue with other Faith traditions and the Decade to Overcome Violence, as decided by the VIIIth WCC assembly in Harare. We especially underline the goal of "working with communities of other faiths against the misuse of religious and ethnic identities in pluralistic societies". We believe that religious education can play a vital role in achieving this goal.

We address these emerging convictions of ours to you in the hope that you will enter with us into a wider process of sharing.

II. Principles involved in teaching Christianity in dialogue with other faith traditions
Christian education and formation support the individual in the development of religious identity. This can contribute to the formation of social values and communal living.

Teaching of Christianity should be based upon the following theological foundations:

Our confidence was reinforced by the Bangkok consultation where participants affirmed that their religious traditions also have important principles to offer.

As well as these resources, Christianity also has barriers to dialogue such as:

Regarding this ambivalence within our own tradition, teaching Christianity in dialogue with others highlights the need for a wider discussion on a theology of religions.

Teaching Christianity should be sensitive to the reality that children studying religious education may come from faith traditions where different learning styles are of importance and make use of the following didactic principles:

III. Aims and objectives in teaching Christianity in dialogue with other faith traditions
Being aware of different learning contexts we promote the following objectives as requirements for enabling learning: IV. A proposed way forward
We see the need for more reflection on a theology of religions, and a way to participate in the development of a Christian theology of religious education. We would also like to promote discussion about ways to conceptualise teaching Christianity in dialogue with other faith traditions in the field of training teachers and clergy.

We therefore invite religious educators to send us reports, however brief, of their work in this area.

Geneva, Le Cénacle, 23 October 2000.

Notes

  1. WCC Multi-faith Consultation on Religious Education, held in Bangkok 11-15 October 2000
The consultaton which took place in Geneva, 19-23 October, 2000, was organised by the WCC team on Education and Ecumenical Formation and the team on Interreligious Relations and Dialogue, in cooperation with the Comenius-Institute, Münster, Germany.



Go to The Chaing Mai Affirmation of Indigenous Peoples
Return to Current Dialogue (36), December 2000

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