Submission Purpose
Main Conference
Type of Paper
Paper: Empirical
Abstract
Interfaith/interreligious (IF/IR) dialogue offers a context through which individuals within various religious communities can learn from and with each other. There are unique aspects to this learning environment. First, learning through conversation. Second, learning through conversation about a difficult topic. And third, learning from and with a religious other. To best understand what learning through IF/IR dialogue is, researchers would benefit from a nuanced understanding of the complexities of the learning environment and the participants within it. In this qualitative meta-synthesis, we examine current research on IF/IR dialogue to outline a theory of dialogical IF/IR learning.
Keywords
Interfaith dialogue, interreligious dialogue, adult learning, qualitative meta-synthesis, communicative learning.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Pope, E., Charaniya, N. & West, J. (2021). A qualitative meta-synthesis for a theory of interfaith/interreligious learning through dialogue. AERC [Paper] presented as a part of the Adult Education in Global Times Conference. University of British Columbia. Canada.
A qualitative meta-synthesis for a theory of interfaith/interreligious learning through dialogue
Interfaith/interreligious (IF/IR) dialogue offers a context through which individuals within various religious communities can learn from and with each other. There are unique aspects to this learning environment. First, learning through conversation. Second, learning through conversation about a difficult topic. And third, learning from and with a religious other. To best understand what learning through IF/IR dialogue is, researchers would benefit from a nuanced understanding of the complexities of the learning environment and the participants within it. In this qualitative meta-synthesis, we examine current research on IF/IR dialogue to outline a theory of dialogical IF/IR learning.
