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Nostra Aetate today: a new era of interreligious relationships - Page 1 |
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07-11-05 |
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New York City, an Environment for Interfaith Education:
In New York there is a most diverse population; we have a 40% immigrant population. Religious pluralism is one of the great attractions of our city. Inter-religious and Intra- religious pluralism abound offering rich opportunities for interfaith education. Jewish, Muslim, the Afro-Caribbean Diaspora, South Asian Diaspora including Hindus and Sikhs, Buddhists of many traditions, Native Americans and every kind of Christian and Orthodox Community have all been included in our Spiritual Journeys Program that is in its 7th year and is both academic and experiential. Journeys to each religious site, mingling with the religious leaders and praying with the congregation make it a rich experience of diversity. Indeed, interfaith education is an imperative if our vast city is to continue a peaceful existence.
At the United Nations Headquarters housing 191 nations, respect for diversity has always been present; today it is absolutely essential. In June of 2005, an historic event was initiated by 4 Member States. Indonesia, the Philippines, Pakistan and Iran approached the Religious NGOs at the United Nations with a proposal for a Conference on Interfaith Cooperation for Peace which included UNESCONY, DESA and sixteen, mostly Islamic, Member States when it was held on June 22nd. And, for the 9th year, we joined the Interfaith Center of New York in hosting an Interfaith Service for the opening of the General Assembly expressing support for the work of the United Nations.
The contribution of UNESCO:
Since we are speaking of interreligious education, it would be irresponsible to neglect the extensive work that UNESCO has contributed to the field through the establishment of a network of UNESCO Chairs on Intercultural and Interreligious Dialogue at ten universities1. An invaluable map of the field in a five continent study lasting from 1999-2001 produced an International Survey on Education and Teaching of Intercultural and Interreligious Dialogue. On five continents, a majority of those surveyed felt that Iinterreligious Education must not be restricted to the transmission of knowledge; ethics and moral dimension are important and most valuable are experience and interfaith encounters. “Religion, like culture, is experienced, not known” intellectually only. Precautions about balance and equality are reported; syncretism, or smoothing out differences, is to be avoided. Who teaches, at what age level and with what means of communication are all addressed. Finally training of specialists (very scarce) is strongly recommended and distribution through every form of communication is encouraged.
The survey is available at: www.unesco.org/culture/dialogue/religion/index.shtml or consult Ms. Rose Guerreiro at
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Dernière mise à jour : ( 02-12-05 )
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