A Review of “Interreligious Learning”

This article considers Religious Education (RE) from the perspective of socialization theory. After clarifying the concept of socialization, an understanding of socialization processes, requiring the simultaneous development of both a personal and a social identity, is linked with RE. The development of both a personal and a social identity calls for hermeneutic and critical reflective skills, which may be acquired in RE classes. Therefore, RE is an important means of socializing children and youths that may have great civic value and has a rightful place in the school curriculum. The article concludes with the argument that schools with an open religious identity are best suited to provide the type of RE advocated here.     

Navigating “thorny” issues

In their article Mindfulness and discussing ‘thorny’ issues in the classroom Konstantinos Alexakos et al. (Cult Stud Sci Educ, 2016. doi: 10.1007/s11422-015-9718-0) describe “thorny” issues as “difficult topics to discuss because they are more personal to some perhaps even cause pain and violence.” As women from different backgrounds, we engage in a metalogue, which expands on our thoughts and emotions the thorny issues evoked. Our discussion is grounded in theoretical frameworks of mindfulness, wellness, and safe space for learning. We also reflect on our experiences of facing some of the thorny issues in our academic and personal lives. Having trust and respect for one another and being aware of thorny issues allows for a meaningful conversation about the complexity and nuances involved in discussing difficult topics in a classroom setting.