Becoming "Thou" as Transformation in Interfaith Dialogue

Autor/inn/en	Pope, Elizabeth M.; Nicolaides, Aliki
Titel	Becoming "Thou" as Transformation in Interfaith Dialogue
Quelle	In: International Journal of Lifelong Education, 40 (2021) 2, S.115-128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicolaides, Aliki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2021.1882596
Schlagwörter	Religion; Intergroup Relations; Dialogs (Language); Attitude Change; Transformative Learning; Educational Philosophy; Learning Processes; Case Studies; Adults; Muslims; Islam; Christianity; Jews; Judaism; Ethnography; Protestants; Catholics; Interviews; Learning Theories; Biblical Literature; Religious Factors + Suchen Sie Ihr Suchwort? Intergruppenbeziehungen; Dialog; Dialogs; Dialogue; Dialogues; Attitudinal change; Einstellungsänderung; Pädagogische Transformation; Bildungsphilosophie; Erziehungsphilosophie; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Muslim; Muslimin; Christentum; Jew; Jude; Jüdin; Juden; Judaismus; Ethnografie; Protestantism; Protestantismus; Katholik; Interviewing; Interviewtechnik; Learning theory; Lerntheorie; Bibel
Abstract	Within current interfaith dialogue scholarship, perspective transformation towards the religious other is one of the most desired outcomes. However, exactly how such transformed perspectives come about and the characteristics of this transformation have not been adequately researched. In this study, we examine transformative learning within interfaith dialogue. Using a theoretical framework that combines Buber's philosophy of dialogue and transformative learning theory, we equate the transformative process with the dynamics of becoming "Thou." Through thematic analysis of qualitative interview data, we found that transformative learning within this context is contingent upon the creation of genuine and deep relatedness, that are constitutive of becoming "Thou." Our findings report how dynamic relatedness serves as a foundation, a catalyst, and culmination of transformative learning processes. We conclude with a discussion of the implications of these findings and suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01