Pre- and in-service education professionals facing religious diversity and interreligious dialogue in Catalonia
Vilà, Ruth (Universitat de Barcelona)
Sánchez Martí, Angelina (Universitat Autònoma de Barcelona. Departament de Pedagogia Sistemàtica i Social)
Rubio Hurtado, María José (Universitat de Barcelona)

Fecha:	2019
Descripción:	16 pàg.
Resumen:	Education professionals, and especially those in secondary education, are key players in enabling intercultural and interreligious dialogue. However, it is worth asking whether educational actors are in fact adequately trained to address the serious responsibilities and challenges represented by the participatory democratisation of public religious life. On the basis of a survey (n = 849), we analysed views on religious beliefs and interreligious dialogue among teacher-managers in secondary schools (n = 275; 59% state schools, 40% public-private schools) and future socioeducational actors (n = 574) studying at four Catalan universities. The findings revealed that these pre- and in-service education professionals held varying opinions and attitudes. Their views tended to be favourable towards diversity and dialogue, mostly coinciding with Knitter's mutuality model, but generational differences were observed, and different standpoints emerged with respect to religious beliefs and interreligious dialogue. The survey outcomes yielded a range of different profiles. In-service professionals had a moderate profile with regard to religious beliefs and dialogue, while among students two distinct profiles were identified: one representing a more open-minded, tolerant and progressive attitude towards religious diversity and interreligious dialogue, and another which included belief in absolute truths stemming from one's own beliefs.
Ayudas:	Agència de Gestió d'Ajuts Universitaris i de Recerca 2015/RELIG-00007 Agència de Gestió d'Ajuts Universitaris i de Recerca 2014/RELIG-00019
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Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Interreligious dialogue ; Religious beliefs ; Schools ; Socioeducational actors
Publicado en:	Journal of Beliefs and Values, Vol. 41, Núm. 2 (2019) , p. 179-194, ISSN 1469-9362

DOI: 10.1080/13617672.2019.1672436

17 p, 1.8 MB

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