Pre- and in-service education professionals facing religious diversity and interreligious dialogue in Catalonia

Ruth Vilà Baños, Angelina Sánchez-Martí, María José Rubio Hurtado

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)179-194
Number of pages16
JournalJournal of Beliefs and Values
Volume41
Issue number2
Early online date3 Oct 2019
DOIs
Publication statusPublished - 2019

Keywords

  • Interreligious dialogue
  • religious beliefs
  • schools
  • socioeducational actors
  • THINKING
  • COMPETENCE
  • MODEL
  • CONTEXT

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