Prof. Dr. Wolfram Weisse 10th World Conference of the International Christian Maritime Association “Promoting Seafarers’ Dignity” 22 August 2011, Hamburg

Prof. Dr. Wolfram Weisse10th World Conference of the International Christian Maritime Association

“Promoting Seafarers’ Dignity”

22 August 2011, Hamburg

I. Introduction: Religion in modern societyI. Introduction: Religion in modern society

Jürgen Habermas Jürgen Habermas regards

religious tolerance as "the pacemaker

for multiculturalism, correctly

understood, and for the equal

coexistence of different cultural forms

of life within a democratic polity”

(2008, 257).

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http://upload.wikimedia.org/wikipedia/commons/2/23/JuergenHabermas_retouched.jpg

II. Young People in Europe on Religious II. Young People in Europe on Religious Heterogeneity and Religious Education. Heterogeneity and Religious Education.

Results of the REDCo projectResults of the REDCo projectREDCo - an overview: REDCo - an overview:

Funded by Funded by the European Commission over a period of three years from March 2006 onwards with a total of approx. 1,2 million Euro.

Eight participating countries: Eight participating countries: Estonia, Russia, Norway, Germany, The Netherlands, England, France, Spain.

Objective:Objective: The main aim was to analyse how religion can be integrated into the educational systems of different European countries in such a way as to create a net gain in mutual understanding rather than separation.

Research team: Research team: Consortium of 12 project leaders and 30 younger researchers from the disciplines theology, Islamic studies, education, religious education, sociology, political science and ethnology.

Common conviction: Common conviction: Religion must be included in schools, as religion is too important a factor in the social life and the coexistence of people with different cultural and religious backgrounds throughout Europe.

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II. Young People in Europe on Religious II. Young People in Europe on Religious Heterogeneity and Religious Education. Heterogeneity and Religious Education.

Results of the REDCo projectResults of the REDCo projectREDCo - an overview: REDCo - an overview:

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Young People on Religious Heterogeneity: Young People on Religious Heterogeneity: Mixed-method study of REDCo:Mixed-method study of REDCo:

REDCo qualitative findings:REDCo qualitative findings:

Reservations about Religious PluralismReservations about Religious Pluralism

Separation by Religion: Separation by Religion: Young people in Spain mainly

thematise the relation between Catholic and Muslim pupils.

One Catholic girl explains that coexistence with Muslims is

impossible, indeed "they have different customs, so as far as I "they have different customs, so as far as I

know, that would be a catastrophe"know, that would be a catastrophe", because of different

customs and dietary restrictions (the prohibition of pork and

alcohol). And a Muslim girl from Melilla states: "Our religion "Our religion

is in the Qur’an, I cannot coexist with them because theirs is in the Qur’an, I cannot coexist with them because theirs

talks about Jesus." talks about Jesus."

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REDCo qualitative findings:REDCo qualitative findings:Valuing Religious Plurality:Valuing Religious Plurality:

The positions in support and favour of heterogeneity expressed in

our study almost form a mirror image of those voiced against. The

most prominent ones are an interest in other religions, the role of

religion in fostering tolerance and civil rights, and communication

between people of different faiths at the individual level. A

Spanish Catholic girl formulated her basic views – shared by many

young people who took our questionnaire throughout Europe – as

follows: “It is interesting to know about other beliefs of other “It is interesting to know about other beliefs of other

people, get to know something about their Gods and customs." people, get to know something about their Gods and customs." 10/20


REDCo qualitative findings:REDCo qualitative findings:Valuing Religious Plurality:Valuing Religious Plurality:

In the eyes of many of the pupils who responded to our

questionnaire, the experience of being accepted despite having a

different faith is central. A Muslim girl from St. Petersburg

stresses the possibility of religious tolerance on the basis of her

personal experience: “Yes, of course. I’m a Muslim, but all my “Yes, of course. I’m a Muslim, but all my

classmates of another faith treat me very well."classmates of another faith treat me very well." The question of

individual willingness to make an effort takes center stage in the

answers of some Norwegian pupils: “Yes I believe people with “Yes I believe people with

different religions can live together if they want it enough and different religions can live together if they want it enough and

love each other enough, and people my love whomever they love each other enough, and people my love whomever they

want."want."

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REDCo qualitative findings:REDCo qualitative findings:

Valuing Religious Plurality:Valuing Religious Plurality:Their shared humanity is more important than their religious

differences, and religions support equality and peace: Thus, a

Muslim girl from Hamburg explicitly argues from the assumption of

fundamental equality as the basis of coexistence: “I think people “I think people

can live together since all humans are still equal no matter if they can live together since all humans are still equal no matter if they

have the same religion or not. Because who thinks they could not have the same religion or not. Because who thinks they could not

live together still has a wrong idea of religions." live together still has a wrong idea of religions."

Finally, the students emphasize the importance of religious

tolerance and a global ethic of mutual understanding. One girl in

England wrote on the possibility of coexistence between people

from different cultural and religious backgrounds: “Yes they can “Yes they can

live together because at the end of the day we’re all people and live together because at the end of the day we’re all people and

we’re put onto the world to live together." we’re put onto the world to live together."

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REDCo quantitative findings:REDCo quantitative findings:

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REDCo quantitative findings:REDCo quantitative findings:1. Religious pluralism is not only accepted, but widely welcomed.

The majority believed that people of different religions could live

together in harmony.

2. The responding pupils were critical of truth claims that excluded

people of different beliefs or faiths.

3. Although pupils were clearly aware of the conflict potential of

religion and religious plurality, the majority of young people share

a vision of peaceful coexistence in a religiously plural Europe. The

realisation of this vision was often presented as contingent on the

existence of attitudes of tolerance, open-mindedness and respect,

and on the exercise of key dialogue skills: learning about each

other’s beliefs; listening to each other; getting to know a variety

of views. 14/20

1.1. "Learning about different religions at "Learning about different religions at school helps us to live together."school helps us to live together."

2.2. "Learning about religions at school helps "Learning about religions at school helps me to understand current events."me to understand current events."

3.3. ““Learning about religions at school helps Learning about religions at school helps me to learn about myself." me to learn about myself."

Pupils’ perspectives on Religious Education or religion Pupils’ perspectives on Religious Education or religion in schoolin school


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REDCo qREDCo quantitativeuantitative findings: findings:

"What are your experiences of religion in school? How much do agree that …“ (fully agree/agree)


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Résumé:Résumé:

• The majority of pupils believe that Religious Education can promote a The majority of pupils believe that Religious Education can promote a

peaceful co-existence of people with different religious backgrounds.peaceful co-existence of people with different religious backgrounds.

• Even though in some countries the necessity of Religious Education Even though in some countries the necessity of Religious Education

as a particular school subject is questioned quite strongly, the pupils as a particular school subject is questioned quite strongly, the pupils

are of the opinion that there should be a place for religion in school.are of the opinion that there should be a place for religion in school.

• Most students would like to see school more dedicated to teaching Most students would like to see school more dedicated to teaching

about different religions than to guiding them towards a particular about different religions than to guiding them towards a particular

religious belief.religious belief.


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1.1. For those pupils who have no ties to organised religions, the school For those pupils who have no ties to organised religions, the school

forms the main forum for learning about religion and the religious forms the main forum for learning about religion and the religious

perceptions of other pupils.perceptions of other pupils.

2.2. For those pupils who belong to a religion, the school provides the For those pupils who belong to a religion, the school provides the

main opportunity to come into contact with other religions.main opportunity to come into contact with other religions.

3.3. Many of the pupils are prejudiced towards the religions of others, but Many of the pupils are prejudiced towards the religions of others, but

at the same time are prepared to enter into dialogue with others at the same time are prepared to enter into dialogue with others

whom they regard as interesting. The school provides a unique forum whom they regard as interesting. The school provides a unique forum

for them.for them.

4.4. Almost all pupils regard teaching an interreligious understanding at Almost all pupils regard teaching an interreligious understanding at

both the personal and the societal level as a necessity and both the personal and the societal level as a necessity and

possibility. School offers possibilities to promote this possibility.possibility. School offers possibilities to promote this possibility.

Résumé:Résumé:


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III. PerspectivesIII. PerspectivesInterreligious Dialogue at University: The Academy of World Interreligious Dialogue at University: The Academy of World

ReligionsReligions

1. It embraces and develops theological approaches and concepts within all world

religions that focus on dialogue as a central feature. These approaches should

relate to contemporary plural society and actively address their context.

2. Empirical research is conducted into the lives and situations of people of

different religions in our society - focusing on Hamburg and other large urban

areas in Europe and worldwide - that significantly add to extant data and can

help us to productively relate theological approaches to the reality of living

religious practice.

3. Contributions to two academic curricula are offered: The Academy is actively

involved in the development of training for religious education teachers. The

Hamburg model of offering inclusive religious education for pupils of all

religious beliefs and confessions also requires a religious pluralisation of the

teaching body. This requires academically viable, university-level theological

studies in the world religions we address. We also intend to offer a Master's

Degree to provide competencies in the area of religion and dialogue to

students from a wide variety of fields.

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For further references please see:

http://www.awr.uni-hamburg.dehttp://www.awr.uni-hamburg.de

Contact: Prof. Dr. Wolfram Weisse

Email: [email protected]

Thanks for your attention! Thanks for your attention!

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Documents

Prof. Dr. Wolfram Weisse 10th World Conference of the International Christian Maritime Association “Promoting Seafarers’ Dignity” 22 August 2011, Hamburg