Abstract
Since the mid-1990s, interreligious education has become an integral component of thereligious education debate. Regardless of the affective level that interreligious education seeksto provide, the desired changes in attitude and prejudice require one to take into account adiversity of research on attitude and prejudice. Accordingly, the goal of the present article is toencourage the adoption of psychological theories of prejudice with a view to the prospectsthey offer to interreligious education. However, because the field of psychological prejudiceresearch is complex, we will only be discussing those theories that, firstly, reflect the presentstate of prejudice psychology and, secondly, are of particular relevance to interreligiouseducation; these are cognitive theories (accentuation theory, illusory correlation theory,attribution theory), the social identity theory, and social learning theory. Emanating from thisreview, the article will go on to reflect different strategies of attitude change for interreligiouslearning.
Highlights
Since the mid-1990s, interreligious education has become an integral component of the religious education debate
The goal of the present article is to encourage the adoption of psychological theories of prejudice with a view to the prospects they offer to interreligious education
From a wider religious-didactic perspective, the paradigm shift to interreligious education has led, among other things, to a situation in which the primarily cognitive handling of another religion has been supplemented with emotional aspects and practical encounters
Summary
Interreligious education in the context of Social Psychology research on attitudes and prejudice. Dr Martin Rothgangel is participating in the research project ‘Gender Studies and Practical Theology Theory Formation’, directed by Prof. How to cite this article: Rothgangel M., 2016, ‘Interreligious education in the context of Social Psychology research on attitudes and prejudice’, HTS Teologiese Studies/ Theological Studies 72(4), a3297. Before examining the significance of psychological theories of prejudice to interreligious education, we should first consider and outline the different ways of understanding the underlying concepts of attitude, prejudice, and interreligious education. Attitude is a well-studied construct in social psychology One may define it as ‘a person’s predisposition or inclination to evaluate an object or its symbolic representations in a particular way or manner’ (Seel 2000:118). Die Frage der Integration aus christlicher und muslimischer Perspektive, 2013, pp. 167–187, Vienna University Press / V&R unipress, Göttingen
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