TY - CHAP
T1 - Interreligious Literacy and Scriptural Reasoning: Some hermeneutical, Anthropological, Pedagogical and Experiential Reflections
AU - Moyaert, M.
PY - 2017
Y1 - 2017
N2 - In this chapter, I first lay out the most important hermeneutical and anthropological principles that undergird my understanding of interreligious learning. As will become clear, I take my inspiration to a large extent from the French philosopher Paul Ricoeur, who has been called “the philosopher of all dialogues.” Then I will make these theoretical considerations more concrete by elaborating on an interreligious dialogical approach that to my mind works transformatively: scriptural reasoning. I will explain what this practice is all about and how I try to guide my students throughout this learning process. As an introduction, I briefly dwell upon the particular context in which I work and from which I speak.
AB - In this chapter, I first lay out the most important hermeneutical and anthropological principles that undergird my understanding of interreligious learning. As will become clear, I take my inspiration to a large extent from the French philosopher Paul Ricoeur, who has been called “the philosopher of all dialogues.” Then I will make these theoretical considerations more concrete by elaborating on an interreligious dialogical approach that to my mind works transformatively: scriptural reasoning. I will explain what this practice is all about and how I try to guide my students throughout this learning process. As an introduction, I briefly dwell upon the particular context in which I work and from which I speak.
UR - https://global.oup.com/academic/product/teaching-interreligious-encounters-9780190677565
U2 - 10.1093/oso/9780190677565.003.0007
DO - 10.1093/oso/9780190677565.003.0007
M3 - Chapter
SN - 9780190677565
T3 - AAR Teaching Religious Studies
SP - 79
EP - 94
BT - Teaching Interreligious Encounters
A2 - Pugliese, Marc
A2 - Hwang, Alexander
PB - Oxford University Press
ER -