Experiencing Religious Diversity in Teacher Training

The Dynamics of Learning in Encounter

Abstract

Focusing on the essential relationship between encounter and education, this paper explores the significance of encounter for religious education in religiously diverse contexts. The study delves into the evaluation findings of a collaborative and project-based course conducted in higher education. This course aims to involve students in the development and implementation of collaborative projects centered around Religious Education, with a particular emphasis on cultural and religious diversity. The empirical findings primarily examine students' firsthand experiences with a specific focus on learning in encounter within religiously diverse groups. The paper critically analyzes the planning, execution, and reflective aspects of learning experiences facilitated by collaboration and encounters. It explores the course's structure, methodology, and outcomes. It also investigates and reflects upon the quality of students' experiences within religiously diverse groups, as well as potential influences on their learning. Additionally, the paper explores how these encounters can be constructively integrated to enhance future collaborative scenarios in higher education. By emphasizing encounter as a vital component of education, this paper underscores the importance of engaging with diverse religious perspectives. The findings of this study contribute to the ongoing exploration of how encounters can enrich the educational process and improve future collaborative initiatives within the higher education sector