Is This the Other Within Me? The Varied Effects of Engaging in Interfaith Learning

Bibliographic Data

ID21379780
AuthorsTsafrir Goldberg (0000-0002-2356-5923, University of Haifa, corresponding author)
Year2020
Volume115
Issue3
Pages245-254
Publication date2020-05-26
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueReligious Education (JOURNAL)
Journal identifiersISSN: 0034-4087 • E-ISSN: 1547-3201
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00344087.2020.1770014
OpenAlexW3038098299
LanguageEN
Citations received3
References cited15

Interfaith education appears to have a strong potential for prejudice reduction and for overcoming Islamophobia and antisemitism. Common in-group identity theory contends that awareness of interreligious similarities would reduce intergroup streotypes and anxiety. However, optimal distinctiveness theory assumes that pointing to similarities would actually pose an identity threat to learners, especially members of a minority. Jewish and Muslim Israeli adolescents who studied about similarities and inter religious influences between Islam and Judaism showed varied and contradictory reactions. Jewish students decreased prejudice while Muslim students slightly increased them. Findings are discussed in light of above theories, and point to educational implications

Antisemitism · Identity (music) · Interfaith Dialogue · Islam · Islamophobia · Judaism · Optimal distinctiveness theory · Prejudice (legal term) · Theology · Jewish Identity and Society · Philosophy · Psychology · Religious Education and Schools · Religious studies · Social and Intergroup Psychology · Social Psychology

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