Facilitator Guidance during Interfaith Dialogue

Autor/in	Pope, Elizabeth M.
Titel	Facilitator Guidance during Interfaith Dialogue
Quelle	In: Religious Education, 116 (2021) 4, S.369-382 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2021.1943139
Schlagwörter	Intergroup Relations; Dialogs (Language); Religious Education; Case Studies; Facilitators (Individuals); Learning Processes; Communities of Practice; Jews; Christianity; Muslims; Judaism; Guidelines; Group Membership; Organizations (Groups); Cultural Pluralism; Cooperation; Time Management; Religious Factors; Biblical Literature; Transformative Learning + Suchen Sie Ihr Suchwort? Intergruppenbeziehungen; Dialog; Dialogs; Dialogue; Dialogues; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Community; Jew; Jude; Jüdin; Juden; Christentum; Muslim; Muslimin; Judaismus; Richtlinien; Gruppenzugehörigkeit; Kulturpluralismus; Co-operation; Kooperation; Zeitmanagement; Bibel; Pädagogische Transformation
Abstract	Interfaith dialogue can encourage learning between members of different religions. Facilitators of interfaith dialogue must support, encourage, and challenge participants to engage with others in dialogue on a difficult and sensitive topic. I present findings from a qualitative case study conducted with an interfaith dialogue group located in the southeastern US. To create a learning community that adhered to seven key values, the facilitators assumed different roles during dialogue sessions. Understanding these roles and their influence on the group's values could be beneficial for practitioners of interfaith dialogue, as well as scholars and professors of religion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01