Affectieve en attitudinale veranderingen door interreligieus leren

Abstract

This article discusses the question wether and how religious education can lead to changes in both affective involvement with, and attitudes towards, one's own and other religious traditions. This question is discussed in the context of a discussion of a theory on the nature of the religious polyphonic self, a self wich is capable of changing religious perspectives and reflecting on different perspectives. Empirical research makes clear that the conditions for the formation of a religious polyphonic self can be stimulated by a curriculum aiming to stimulate an interreligious dialogue. The multireligiosity of the class is a major influencing factor on pupils' affects and attitudes toward their own and other religious traditions. However, the effects of this curriculum on pupils belonging to a majority group (in this case Christians) appear to be different from its effects on pupils belonging to the minority group (in this case Muslims).