Interreligiöses und interkulturelles Lernen: notwendige Bezüge und notwendige Unterscheidungen

Abstract

Joachim Willems vergleicht in seinem Beitrag aus einer pädagogischen Perspektive interkulturelles und interreligiöses Lernen in der Schule. In der geführten Analyse identifiziert er sowohl notwendige Bezüge als auch notwendige Unterscheidungen, die den beiden Lernformen zugrunde liegen müssen.

In the last decades, the European societies became more and more multifaceted both culturally and religiously. Intercultural and interreligious education studies were developed simultaneously to help to accommodate religious and cultural plurality. Surprisingly, the discussions about interreligious learning normally do not refer to the discussions about intercultural learning, and vice versa. In this article religion and culture are defined as interweaved and felted with each other. As a consequence, interreligious learning and intercultural learning are dependent on each other. The author proposes to define a common goal of interreligious and intercultural learning: to learn how to deal with other world views. To reach this goal, interreligious and intercultural learning are reliant on each other, but must be distinguished as well.