scholarly journals Implications of Lived and Packaged Religions for Intercultural Dialogue to Reduce Conflict and Terror

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Gary D Bouma

The use of intercultural dialogue (ICD) to promote intergroup understanding and respect is considered as a key to reduce tensions and the likelihood of conflict. This paper argues that understanding the differences among religions – those between packaged and lived religion – enhances the chances of success and makes the effort more challenging. Religions contained and packaged are found in formallyorganised expressions of religion – churches, denominations, synagogues, mosques, temples and so on. For packaged religions, religious identity is singular and adherents are expected to identify with only one religion and are assumed to accept the whole package of that religion. ICD in this context involves communicating with religious groups such as organisations and encouraging different leaders to speak with each other resulting in platforms filled with ‘heads of faith’ – bishops, muftis, ayatollahs, chief rabbis, swamis and so on. In contrast, lived religions involve ritual practices engaged in by individuals and small groups, creation of shrines and sacred spaces, discussing the nature of life, sharing ethical concerns, going on pilgrimages and taking actions to celebrate and sustain hope. There is some evidence that, although packaged religions are declining, lived religions continue at persistent levels. Violent extremism is more likely to be associated with lived rather than packaged forms of religion, making a more balanced intercultural competences approach to ICD critical to countering conflict.1 1 This article is a revised version of Gary D Bouma (2017) ‘Religions – lived and packaged – viewed through an intercultural dialogue prism’ in Fethi Mansouri (ed) Interculturalism at the Crossroads: Comparative perspectives on concepts, policies and practice, United Nations Educational, Scientific and Cultural Organization, France, pp. 129–144.

2018 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Gary D Bouma AM

AbstractThe use of intercultural dialogue (ICD) to promote intergroup understanding and respect is considered as a key to reduce tensions and the likelihood of conflict. This paper argues that understanding the differences among religions – those between packaged and lived religion – enhances the chances of success and makes the effort more challenging. Religions contained and packaged are found in formally organised expressions of religion – churches, denominations, synagogues, mosques, temples and so on. For packaged religions, religious identity is singular and adherents are expected to identify with only one religion and are assumed to accept the whole package of that religion. ICD in this context involves communicating with religious groups such as organisations and encouraging different leaders to speak with each other resulting in platforms filled with ‘heads of faith’ – bishops muftis, ayatollahs, chief rabbis, swamis and so on. In contrast, lived religions involve ritual practices engaged in by individuals and small groups, creation of shrines and sacred spaces, discussing the nature of life, sharing ethical concerns, going on pilgrimages and taking actions to celebrate and sustain hope.There is some evidence that, although packaged religions are declining, lived religions continue at persistent levels. Violent extremism is more likely to be associated with lived rather than packaged forms of religion, making a more balanced intercultural competences approach to ICD critical to countering conflict.


Transfers ◽  
2015 ◽  
Vol 5 (1) ◽  
pp. 122-126
Author(s):  
Ruti Stela ◽  
Maayan Amir

Exterritory Project is an ongoing art project dedicated to encouraging practical and theoretical exploration of ideas concerning extraterritoriality in an interdisciplinary context. Th is project was conceived when we decided to screen a video compilation of works by Middle Eastern artists onto the sails of boats sailing in the extraterritorial waters of the Mediterranean, as a response to the ongoing Israeli-Palestinian conflict. We wished to create an image of art exhibited in a neutral space, unsaturated by any one national precondition. The extraterritorial waters seemed to us a space that could temporally offer the suspension of border regimes. In 2011 the project was recognized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and was awarded the title of “Young Artist for Intercultural Dialogue between Arab and Western Worlds”.


2021 ◽  
Vol 2 (1) ◽  
pp. 11-23
Author(s):  
Geoffrey Brahm Levey

In recent years, an international debate has erupted over whether and how interculturalism differs from multiculturalism as a response to cultural diversity. An influential argument in this debate is that multiculturalism itself militates against intercultural dialogue. This article scrutinises this argument and challenge its applicability in the Australian context. I examine two case studies of fraught intercultural dialogue: the 2006 clash between the Howard government and the Ethnic Communities’ Council of Victoria over the proposed introduction of a citizenship test; and the Abbott government’s proposed reform of the anti-vilification provisions of the Racial Discrimination Act 1975 (Cth) during 2013–14. The cases suggest that far from undermining intercultural dialogue, respecting the terms of Australian multiculturalism would help to make it possible. Moreover, the cases suggest that if pursued genuinely, intercultural dialogue could contribute improved policy outcomes.1 1This article is a revised version of Geoffrey Brahm Levey (2017) ‘Intercultural dialogue under a multiculturalism regime: pitfalls and possibilities in Australia’ in Fethi Mansouri (ed) Interculturalism at the crossroads: comparative perspectives on concepts, policies and practice, United Nations Educational, Scientific and Cultural Organization, France, pp. 103-25


Author(s):  
Ricard Zapata-Barrero ◽  
Fethi Mansouri

AbstractInterculturalism (IC) is presently discussed as a foundational basis for local public policy aimed at managing migration-related diversity within ethno-culturally plural societies, especially at the local level. Despite its increased saliency over the last decade, IC is neither theoretically new nor was it always intended for mere application in strictly city contexts of diversity. Rather, it has a global origin as a political basis for international relations and negotiations. In discussing these origins, this article has two main interrelated aims. Firstly, it provides an overview of the multi-scale approach of IC, with the purpose of disentangling analytically the different empirical bases where it can frame the diversity agenda. Secondly, it explores whether a lack of appreciation and awareness of this multi-scale orientation may affect IC’s capacity to address the challenges of diversity governance at the local level. Methodologically, the article will undertake a textual analysis of a select number of leading documents framing its practice within the broader policy literature produced by the four main institutions that have advocated the intercultural approach within a global agenda. These are the United Nations Educational, Scientific and Cultural Organization (UNESCO) and United Nations University, on one hand, and the European Union and the Council of Europe on the other. The main findings show us the importance of a multi-scale thinking in diversity and IC studies, to avoid contributing to greater confusion in its applications.


1962 ◽  
Vol 16 (1) ◽  
pp. 231-236 ◽  

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) held its eleventh General Conference in Paris from November 14 to December 15, 1960, under the presidency of Mr. Akale-Work Abte-Wold (Ethiopia). Ninety-eight member states of UNESCO participated in the Conference compared with the 75 that were members in 1958 at the time of the tenth General Conference. The General Conference approved the program of activities for 1961–1962 and unanimously voted a budget of $32,513,228 to finance it; to this amount was added over $12 million provided by the United Nations Technical Assistance Fund to enable UNESCO to carry out many additional educational and scientific projects. UNESCO was also to act as executing agency for seventeen projects concerning higher technical education, for which the UN Special Fund was to provide more than $11 million in 1961–1962. Also allocated by the Conference was $915,000 for the construction of an additional building in Paris, the total cost of which was to be $3,535,000.


Author(s):  
Carlos Eduardo Moreno Sampaio ◽  
João Vicente Pereira ◽  
Liliane Oliveira Brant ◽  
Vanessa Néspoli

Com o objetivo de subsidiar o Programa Nacional do Livro Didático (PNLD), gerenciado pelo Fundo Nacional de Desenvolvimento da Educação (FNDE), apresenta uma análise do comportamento histórico da matrícula no ensino fundamental regular e calcula estimativas para os anos de 2000 e 2001, na rede pública, por série, para cada uma das 27 unidades da Federação. Foi adotada a metodologia de fluxo escolar, considerando o modelo proposto pela Organização das Nações Unidas para a Educação, Ciência e Cultura (Unesco), com as adaptações pertinentes ao caso brasileiro e a incorporação de formas de correção e ajustes dos dados sugeridos pelo professor Ruben Klein. Palavras-chave: ensino fundamental; matrícula; Programa Nacional do Livro Didático. Abstract With the objective to subsidize the National Program of the Didactic Book (PNLD) managed by the National Fund for the Development of the Education (FNDE), this paper presents an analysis of the historical behaviour towards student enrollment in the regular basic education and it also calculates estimatives for the years 2000 and 2001, in public schools, by levels, for each one of 27 unities of the Federation. The methodology of the schoolar flow was adopted, considering the model proposed by the United Nations Educational, Scientific and Cultural Organization (Unesco) with the adaptations pertinent to the Brazilian case and the incorporation of correction forms and data adjustments suggested by professor (doctor) Ruben Klein. Keywords: elementary school, enrolment, National Program of the Didactic Book (PNLD).


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