A Theory of Alterity as a Perspective for Interreligious Learning

Abstract

As a result of globalisation, migration and refugee movements, interreligious learning becomes a central task of religious education in public schools, in confessional schools and even in Catholic Religious Education. A key element here is the concept of encountering people. Children are able to learn tolerance and openness when in dialogue with other people. Encountering others through dialogue also enables individuals to understand themselves better. But interreligious learning cannot be achieved via a set formula or pattern because the worlds of life (“Lebenswelten”) and the traditions lived by the subjects are themselves too diverse.