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Strangers no more: The pedagogy of ...

Switzer, John B.

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Strangers no more: The pedagogy of interreligious hospitality.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Strangers no more: The pedagogy of interreligious hospitality./
Author:	Switzer, John B.
Description:	245 p.
Notes:	Adviser: Jane E. Regan.
Contained By:	Dissertation Abstracts International67-02A.
Subject:	Education, Religious. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207009
ISBN:	9780542553950

Strangers no more: The pedagogy of interreligious hospitality.
Switzer, John B.

Strangers no more: The pedagogy of interreligious hospitality. - 245 p.

Adviser: Jane E. Regan.

Thesis (Ph.D.)--Boston College, 2006.

The context in which we educate religiously is increasingly referred to as "postmodern," an emerging culture marked by the immediate experience of religious diversity, distrust for the ideal of objective truth and rejection of the effort to construct master narratives of meaning. This dissertation seeks to answer the problem of adequate religious education in such a context. I propose that religious identity need not be threatened by religious diversity: to the contrary, the experience of religious otherness can serve as a powerful tool for deepening one's own particular faith. The abiding premise of this dissertation is that religious education is inadequate if not explicitly interreligious.

ISBN: 9780542553950Subjects--Topical Terms:

1017705
Education, Religious.

Strangers no more: The pedagogy of interreligious hospitality.
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100 1 $a Switzer, John B. $3 1281917
245 1 0 $a Strangers no more: The pedagogy of interreligious hospitality.
300 $a 245 p.
500 $a Adviser: Jane E. Regan.
500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0508.
502 $a Thesis (Ph.D.)--Boston College, 2006.
520 $a The context in which we educate religiously is increasingly referred to as "postmodern," an emerging culture marked by the immediate experience of religious diversity, distrust for the ideal of objective truth and rejection of the effort to construct master narratives of meaning. This dissertation seeks to answer the problem of adequate religious education in such a context. I propose that religious identity need not be threatened by religious diversity: to the contrary, the experience of religious otherness can serve as a powerful tool for deepening one's own particular faith. The abiding premise of this dissertation is that religious education is inadequate if not explicitly interreligious.
520 $a In place of a priori theologizing about religious otherness, a hermeneutic of hospitality is proposed that engages those about whom we theologize. Their voices become part of our theologizing. Following the insights of Emmanuel Levinas and comparative theologians like Francis X. Clooney, I propose that we cannot tell the religious other who she is. But neither can we still the analogical functionality of our inquisitive imagination (David Tracy). Thus, I fashion a "Pedagogy of Interreligious Hospitality" in which our educating and catechizing about others becomes more authentic by making room for the experience of interreligious learning.
520 $a In support of this pedagogy, characteristics are proposed for a Christian appreciation of interreligious spirituality: fully incarnational, preemptively hospitable, comfortable with paradox, prophetic, and questing for personal metanoia. Religious education is best accomplished in dialogue, not isolation. Ego development and identity formation are fostered not only by socialization into the sponsoring community, but also by the experience of those who are different. Empirical evidence is offered in support of the thesis that self-understanding and personal identity are deepened by comparison with others (Carl Sterkens, Mary Boys). In the final assessment, interreligious learning is understood not as a sideline to religious formation, but as an energetic and vital part of that formation.
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792 $a 2006
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