Identity and religious conflicts: intercultural training tracks for educators

Michele Caputo, Giorgia Pinelli, Tommaso Rompianesi

Abstract


Religious pluralism and multicultural society require specific pedagogical and didactic interventions, especially when “religious” conflicts arise. This study analyzes the empirical data of a workshop, realized in the Faculty of Educational Sciences of Bologna, performed with the case study methodology. After gathering the representations of religious identity and religious conflicts that
were detected through a questionnaire given to the students, before and after the teaching activity, we noted the need of recover a “dynamic” vision of personal identity to give foundation to the educational intervention.
It is necessary to think and plan training courses for educators in order to fulfill the need of concrete encounter and dialogue in an intercultural perspective.


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