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There are two constants in academic and theological discourse throughout history, they are the debate around secularization and the dialogue concerning the intersection of religion and education. Each age has had its debate about modernizing forces that drive concerns of impending secularization. In this publication this theme is approached from perspectives of teachers, of students, of policy makers and situated in a politico-historical context. Aware of the fact that in today’s plural societies one sacred canopy is non-existent anymore, cracks of the sacred canopy/canopies are described, as well as ‘the light that gets in’, the possible and challenging ways out are roughly sketched. We expect that each of the contributions of scholars of the East and the West, of the North and the South, and their presented examples and case studies, will stimulate the ongoing exploration and elaboration on the relationship between education and religion in todays’ and the coming world – work-in-progress for coming generations.

classroom observation --- college --- n/a --- education --- social boundaries --- orthokardia --- metaphoric sensitivity --- orthodoxy --- secularization --- Muslim --- youth --- plurality --- universal design for learning --- identification --- secularity --- worldviews --- orthopraxis --- ethnography --- tolerance --- Ubuntu --- identity construction --- non-confessional --- narratives --- religious sources of meaning --- religion in public life --- symbiotic relevance --- Europe --- role playing/bibliodrama --- secularism --- interreligious encounters --- reflexive inclusion --- spirituality --- religious minorities --- Québec --- image of imams --- representation of religion --- inequality --- subjective-life --- secular --- life-as --- religious education --- pluralism --- university --- Bible --- strong religious schools --- post-secular --- state Druze education --- Dutch Bible Belt --- Qur’an --- Weltanschauung --- inclusion --- state Jewish religious education --- radicalization --- life orientation --- values education --- state Jewish secular education --- citizenship education --- teachers --- morality --- liberal society --- inter-worldview education --- school identity --- secondary education --- inventive imagination --- religion education --- power --- rationality --- state Arab Moslem education --- immigration --- religious and heritage education --- medicine --- popular religiosity --- theology --- symbolic language --- religion --- worldview education --- learning in the presence of the other --- philosophy of life --- Christian --- bibliodrama --- state Christian education --- spiritual religiosity --- Religious education. --- Secularism. --- Ethics --- Irreligion --- Utilitarianism --- Atheism --- Postsecularism --- Secularization (Theology) --- Ethical education --- Theological education --- Education --- Moral education --- Québec --- Qur'an

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In crisis situations, such as terror attacks or societal tensions caused by migration, people tend to look for explicit moral and spiritual leadership and are often inclined to vote for so-called 'strong leaders'. Is there a way to resist the temptation of the simplistic solutions that these 'strong leader' offer, and instead encourage constructive engagement with the complex demands of our times? This volume utilises relational and dialogical perspectives to examine and address many of the issues surrounding the moral and spiritual guidance articulated in globalizing Western societies. The essays in this collection focus on the concept of plural moralities, understood as divergent visions on what is a 'good life', both in an ethical, aesthetical, existential, and spiritual sense. They explore the political-cultural context and consequences of plural moralities as well as discussing challenges, possibilities, risks, and dangers from the perspective of two promising relational theories: social constructionism and dialogical self theory. The overarching argument is that it is possible to constructively put in nuanced moral and spiritual guidance into complex, plural societies. By choosing a clear theoretical focus on relational approaches to societal challenges, this interdisciplinary book provides both a broad scope and a coherent argument. It will be of great interest to scholars of social and political psychology, leadership and organization, religious studies, and pedagogy.

Leadership --- Self --- Identity (Psychology) --- Social psychology --- Mass psychology --- Psychology, Social --- Human ecology --- Psychology --- Social groups --- Sociology --- Personal identity --- Consciousness --- Individuality --- Mind and body --- Personality --- Thought and thinking --- Will --- Leadership (in religion, folk-lore, etc.) --- Ego (Psychology) --- Moral and ethical aspects --- Religious aspects --- 241.62*2 --- 241.62*2 Theologische ethiek: relaties binnen sociale groepen --- Theologische ethiek: relaties binnen sociale groepen --- Self. --- Identity (Psychology). --- Social psychology. --- Moral and ethical aspects. --- Religious aspects.

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Living together in the midst of diversity is an issue of pivotal importance all over the world, in particular for people involved in the education of the younger generation. The search intended in this publication is to find the means to go beyond mere tolerance of differences. Education as envisioned in this book engages learners in active citizenship and enables pupils and students – young people – to transform their social environment. Learning about the other, and – to a certain extent – appreciating the other’s perspective, together with acquiring dialogical skills are key elements for learning to live together with people from different cultural backgrounds and with diverse religious and secular worldviews. Hence, faith development, dialogicality and citizenship are central themes in this publication. This book brings together the latest insights and ‘best practices’ available in the fields of religious education from around the world, which are reflected upon by distinguished scholars in the field. The input provided by the three parts of this book will give every educator further food for thought, be it in the classroom, at home or in leisure activities. The diversity approach of this book is mirrored in the composition of the team of editors. Duncan Wielzen is a theologian with research interest in religious education in plural societies; Ina Ter Avest is a psychologist with a focus on the intersectionality of psychology, culture and religion. The focus of both editors is on (inter)faith education, its implication and further development.

Teaching --- onderwijs --- opvoeding