30/06/2026 14:30
- 17:30
HALL: Parenzo - A14
Contact:
Roggenkamp A.
Chair:
Domsel M.M.,
Roggenkamp A.,
Yagdi S.
Interreligious teaching and learning formats have become a highly differentiated and theoretically well-reflected component of religious education in pluralistic societies. Religious education (cooperation) models aim to enable students to engage with religious plurality in a reflective way, without leveling denominational or theological differences or displaying epistemic insensitivity.
These learning settings raise specific questions: Who is considered a legitimate knowledge actor in interreligious education, and what forms of knowledge are recognized? The panel takes these questions as its starting point and analyzes interreligious teaching and learning processes from the perspective of epistemic inequalities (Fricker 2007): Interreligious learning is understood as an enabling space in which processes of recognition, interpretation, and legitimation of knowledge, as well as aspects of vulnerability and respectful interaction, come into effect. Where possible, the panel draws on discourse-theoretical and postcolonial othering analyses, arguing that epistemic justice is not only a normative but also an epistemic virtue of interreligious learning.
The panel focuses, among other things, on the experiences and perceptions of students and teachers with epistemic attributions, othering dynamics, and competing claims to truth/significance. The panel combines systematic theological perspectives (including theology of religions, hermeneutics of difference, comparative theology) with empirical practice in religious education. In this way, the panel contributes to the current discussion on religion and (in)equalities and profiles interreligious education as a central locus of epistemic negotiation processes.
Literature:
Fricker, Miranda 2007. Epistemic Injustice: Power and the Ethics of Knowing. Oxford; New York: Oxford University Press.
