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Urban spaces throughout Europe are increasingly characterised by a mixture of different religions and worldviews. Being home to a wide range of religious and non-religious groups and individuals does not mean that cities are automatically also spaces of interreligious and interfaith encounters. Whether a city is a venue for interreligious encounter and dialogue, or merely a place where various religions and worldviews exist side by side, is a central question for the continuing social cohesion of modern societies. This volume presents selected findings of the international research project ‘Religion and Dialogue in Modern Societies’ (ReDi) which investigated dialogical practice in the five metropolitan cities Oslo, Stockholm, London, Hamburg and Duisburg. It offers a range of case studies addressing two fields of activity: dialogue and interreligious encounters in the urban space and dialogue in education.

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During the 20 year history of the European Network for Religious Education through Contextual Approaches (ENRECA), several books have been published on the subject of Religious Education, from sociological, psychological or anthropological perspectives and always in the contextual settings of national educational frameworks and other specific culturally bound phenomena. Also, very often, an international comparative perspective was included. The shared goal was not so much to reflect on religion as such, and on its changing doctrines, institutions and prescriptions, but to try and understand religion in the specific European contexts of secularization and the plurality of life orientations, and to understand how religion becomes manifest in education in a variety of concrete policies and classroom practices, reflecting various social issues. This volume, marking the 20th anniversary of ENRECA, has a specific focus on the contextual dimension of time.

372.82 --- 316.2 <4> --- 316.2 <4> Sociologische richtingen. Sociologische scholen. Sociologen--Europa --- Sociologische richtingen. Sociologische scholen. Sociologen--Europa --- 372.82 Godsdienstonderwijs op school --- Godsdienstonderwijs op school

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This publication assumes that the modern context of plurality requires universities and higher education to support studying plural religious traditions in depth, giving due consideration to plural religious and secular perspectives, and providing opportunities for interaction between them. There are various ways to realise these aims. Success may be supported (or hindered) by various structures and concepts prevalent in universities or by different schools of thought on the nature of religions, on their relation to each other, and on their place in society. Religions and theologies can be studied in parallel, in cooperation, in dialogue, or through integrative approaches. The differing theoretical positions and contextual conditions (institutional, social, political) within which (inter)religious learning takes place are an important focus of this publication, both for the possibilities they open up and the limitations they pose. This publication builds on the presentations and discussions of scholars participating at a conference at the University of Hamburg in December 2018, with some additional contributions from others in the field who were unable to attend in person.

268.76 --- 268.226 --- 268.226 Catechese in hogere onderwijsvormen --- Catechese in hogere onderwijsvormen --- 268.76 Niet-christelijke godsdiensten en catechese --- Niet-christelijke godsdiensten en catechese --- Religious pluralism --- Theology --- Religions --- Dialogue --- Study and teaching (Higher) --- History --- Relations. --- Religious aspects. --- Religious pluralism - Study and teaching (Higher) - Europe - History - 21st century. --- Theology - Study and teaching (Higher) - Europe - History - 21st century. --- Religions - Relations. --- Dialogue - Religious aspects. --- diversity --- religion --- interreligious --- plurality --- Interreligious Dialogue --- Islam --- higher education --- interfaith --- Diversität --- Religion --- Pluralisierung --- Interreligiösität --- dialogischer Religionsunterricht --- Hochschule --- Universität --- Theologie --- Religionspädagogik --- Bildungsmanagement

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This publication assumes that the modern context of plurality requires universities and higher education to support studying plural religious traditions in depth, giving due consideration to plural religious and secular perspectives, and providing opportunities for interaction between them. There are various ways to realise these aims. Success may be supported (or hindered) by various structures and concepts prevalent in universities or by different schools of thought on the nature of religions, on their relation to each other, and on their place in society. Religions and theologies can be studied in parallel, in cooperation, in dialogue, or through integrative approaches. The differing theoretical positions and contextual conditions (institutional, social, political) within which (inter)religious learning takes place are an important focus of this publication, both for the possibilities they open up and the limitations they pose. This publication builds on the presentations and discussions of scholars participating at a conference at the University of Hamburg in December 2018, with some additional contributions from others in the field who were unable to attend in person.

diversity --- religion --- interreligious --- plurality --- Interreligious Dialogue --- Islam --- higher education --- interfaith --- Diversität --- Religion --- Pluralisierung --- Interreligiösität --- dialogischer Religionsunterricht --- Hochschule --- Universität --- Theologie --- Religionspädagogik --- Bildungsmanagement