Building bridges of faith

by Lionel WIJESIRI

We live in difficult times when peace and human security are facing new challenges that could have very negative implications if we do not address them positively. For the first time in our history, we are confronted by issues so complex and diverse, from school to society, that it will be increasingly difficult to resolve them with the same elements and the same approaches as those of our parents.

We are a richly multi-religious society, and we have long been considered an open, tolerant and socially progressive place to visit and live. Such a culture does not simply develop of its own accord and persist without effort. It needs to be kept in good repair. And it needs to be explained and encouraged, especially among our young people.

It is in this context that education today can make a key contribution to addressing the issues of peace and security, and the quality of life at individual, family and societal levels.

Four pillars

The UNESCO Commission for Education in the Twenty-first Century, came out in 1996 with a report entitled Learning: The Treasure Within. In this report the Commission identified what are known as 'Four Pillars of Learning' Learning to know, Learning to do, Learning to live together and learning to be.

The third set of values - Learning to Live Together, involves inter-religious understanding. Religion in history reflects a very mixed record. On the one hand much that is great and noble in human civilization, art and architecture, painting and sculpture, moral codes and social organizations can be traced back to one or other of the great religions of the world. On the other hand, more people have been massacred, tortured and persecuted in the name of religion than any other. Now that we have entered a new century where globalization is growing rapidly, we can no longer afford the luxury of endless conflict in the name of religion.

The key to inter-faith understanding lies in the acceptance of multiple paths to the final enlightenment or salvation. We must realize that there can be no monopoly of perfect wisdom or spiritual methodology.

It is open to us to claim that our own religion is the most effective way to achieve the spiritual goal, but it is not acceptable that we should therefore discriminate people who belong to different religious tradition. The time has come when the great religions must forgo their mutual antagonism and work together for the abolition of poverty and deprivation that still engulf the more than half the population.

Part of curriculum

Personally, I am a firm believer that interfaith education should become part of the school curricula in our country. I saw, how Malaysia, being a multi-religious country like ours, did it successfully. In Malaysia, offering comparative religion classes in schools and universities has proven to be an effective way to foster inter-religious tolerance. In schools, knowledge about religions and cultures is conveyed by directly teaching about them, or by referring to other religions and cultures in materials designed for the improvement of reading skills. At the tertiary levels, universities and institutions are increasingly offering degree courses in comparative religions. Personal encounters with members of different religions, videos and visits to various houses of worship are part of their course work Of course, in Sri Lanka, this can be a very sensitive matter, but if at least a basic introduction to the great religions of the world could be made mandatory to students, it would help to broaden their outlook, prevent extremism and further interfaith and inter cultural understanding. I also believe that some changes must be made in education curricula.

They should promote and reflect shared religious values that go to the heart of what it means to be human. These values shared by diverse faith traditions are essential to preserving the dignity and rights of individuals and the harmonious co-existence of people of all faiths. These shared values should include the non-violent resolution of all types of conflicts, whether domestic, workplace or even national.

A basic understanding of the diverse range of faiths and their histories is a starting point towards greater mutual understanding and respect. Such understanding also is important in challenging stereotypes and preconceived ideas. For these reasons it is important that school curricula include among their objectives an understanding and appreciation of the diversity of human practices and beliefs.

Personal experiences

There is evidence that the formation of values is facilitated by their application in a range of practical contexts across the curriculum.

Reflective thinking and dialogue are important to the application of values. The development of interfaith understanding is more likely to result from direct personal experience (eg, opportunities to share on other religious traditions, celebrations etc) than from indirect teaching about cultures.

However, the intention to promote shared values and interfaith understanding through curricula is unlikely to succeed if it is not supported by policies that reflect values such as non-discrimination, respect and justice. Educational leaders have a responsibility for valuing and building learning cultures that are student-centered and that ensure a sense of open discussion and mutual respect.

Dialogue

In the global age, when the barriers of communication are fading away, dialogue among different faiths is need of the hour. It is the way to develop better understanding among the mankind so that the world may become worth-living.

The key element of a successful inter-faith dialogue is respect: respect for others as well as respect for oneself.

Ways of understanding are embedded in the context of particular cultural groups, which is why different civilizations have different perspectives on the world. Education should also help the students to appreciate the fact that, even as there is usually more than one perspective on any given problem, so there is usually more than one way of addressing that problem.

The practice of blaming members of other religions for problems stemming from non-religious causes is usually the result of an emotional attachment to one's own religion.

To deepen the understanding and to encourage respect and tolerance among different religions, it is necessary to encourage people, (particularly young people) to openly communicate about religion on the intra-communal level, that is, within their own religious communities, as well as on the inter-communal level, between people from different religious backgrounds.

Considering the ease with which religion has been abused as an instrument to further political goals, religious leaders have an important role to play in creating an atmosphere of interest in different religions, which is necessary to encourage people to participate in inter-religious dialogues.

To create a more peaceful and humane society in which dialogue is the norm and not the exception, it is essential that people value and respect themselves and others, not for what they have, but for what they can do to contribute to society.

The cultural principles found in our country may help to strengthen such frameworks of identity and recognition. Enough examples from our history show that much can be learned from non-modern societies about economies and ways of life which are bent towards religious outlook.

In the long run, they are proven to be more harmonious and sustainable than the consumerist lifestyle presently dominant in our society.

This reinforces the necessity that education at all levels should make frequent reference to different worldviews and values, including those prevalent in non-modern societies.