Page 86 - TWO OF A KIND • Erik Renkema

CHAPTER 4
3. Religious education and plurality
Religious plurality in education is valued for several reasons (Keast and Leganger- Krogstad 2006). This plurality can be addressed in religious education in three ways: classroom encounter, equality of sources and students’ life experiences. We interpret these concepts as our focus points for addressing this plurality. We will demonstrate how theory about these concepts shows us how can be dealt with plurality in religious education.
3.1. Classroom encounter
Encounter is greatly appreciated in religious education in plural classrooms (Jackson 2004). Elias states that “at the heart of all humanistic forms of education is the dialogical encounter” (2010, 59). This encounter between students from different religious backgrounds is regarded as important for two specific reasons. First, encounter encourages students to form their own identities by reflecting on their personal points of view: “Through the challenge of ‘unpacking’ another worldview one can, in a sense, become a new person” (Jackson 1997, 130-131). It is the encounter that stimulates students to reflect on their personals views, values and beliefs. The other person with another point of view can add to this reflection (Elias, 2010).
The second reason for the appreciation of encounter in religious education is the development of respect for and understanding of the other: “RE lessons have an important role to play in diversified societies encouraging mutual respect, understanding, and shared common values among young people” (Jackson 1997, 130-131). Differences between students can stimulate an attitude of tolerance and openness (Elias 2010).
3.2. Equality of sources
Classroom encounter is strongly influenced by handling sources from different worldviews or religions equally. All sources for religious beliefs and worldviews are valued equally; fostering dialogue with a plurality of perspectives “may open up new horizons and enlarge the inclusiveness of a certain perspective” (Wardekker and Miedema 2001b, 77). Plurality in classroom is also made visible in the presentation of a plurality of sources. A variety of religious and secular traditions, and other sources that address existential themes, contribute to identity
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