On January 29, Georgetown University hosted a panel discussion titled “Tolerance and Respect: Educational Pathways in Indonesia” focused on implementing intercultural religious literacy in Indonesia's community schools.
The event was co-sponsored by Georgetown University's Berkeley Center on Religion, Peace and World Affairs and the G20 Interfaith Forum Association, which brings together religious institutions to discuss global issues. The panel discussion delved into the complexities of promoting mutual understanding in a diverse society like Indonesia and analyzed how education can bridge deep religious and cultural gaps. Featured speakers include Mathius Ho of the Laymena Institute, who discusses citizenship and politics in the context of religion, Chris Seiple of the Templeton Religion Trust, a charity that sponsors discussions of religion, and Berkeley Center's They included senior researcher Katherine Marshall.
Ho said Indonesia's approach to education is to integrate cultures and religions to create a unified nation, despite boasting a population of more than 270 million people, more than 1,300 ethnic groups and more than 800 spoken languages. It is said that they are aiming for
Seiple said culture is an important aspect of communication and establishing literacy and understanding.
“We call it cross-cultural religious literacy because culture matters. Especially when you have secular fundamentalism, people get spirituality and religion,” Seipl said at the event. Ta.
“Intercultural religious literacy embodies freedom, conscious freedom of religion or belief, and character development. It is a competency and skill that includes individual, comparative, and collective competence.” he added.
Mr. Ho highlighted the success of the Intercultural Religious Literacy Program targeting primary and secondary school teachers across Indonesia. In his presentation, Mr. Ho shared statistics and examples that illustrate the practical effects of educational initiatives, such as efforts to have Christian school students visit madrasas, Islamic schools.
Ho said preparing teachers and providing tools to integrate religious discussions will help facilitate new programs such as madrasa visits.
“We develop these teacher training programs. That's why we have guidelines on intercultural education, and our vision in education is aimed precisely at forming connections between people. '' said Ho.
Ho added that the program aims to expand its reach within the region and to surrounding countries.
“We are developing a database to help other teachers see how they can utilize these principles,” Ho said.
Seiple said he thinks it's helpful to emphasize the disconnect between religious communities and public policy. He said that religion remains an overlooked aspect of diplomacy, especially in platforms like the G20, and emphasized the important role of religious literacy in diplomacy.
“This framework gives people the opportunity to express their faith identity authentically without offending anyone,” Seiple said. “Part of the reason it works is because secular language and engagement builds social cohesion and prevents extremism.”
Marshall added to the global development conversation by pointing out the lack of consideration for religion in diplomacy and international discussions, despite the fact that the majority of the world has religious beliefs.
“Eighty-four percent of the world's population has a religion, but in far too many discussions of foreign policy and public policy, religion is not mentioned,” Marshall said at the event.
Panelists unanimously agreed that religious literacy is urgently needed, not only as knowledge but also as a tool for conflict resolution and peacebuilding.
“Cross-cultural religious literacy is something that you borrow from the field of conflict resolution once you get into it,” Seipl says. “I took away from both experiences a desire to work respectfully and to excel.”
The event concluded with panelists noting the challenges of extending these efforts to minorities and other faiths, and Seiple noting the importance of taking a holistic approach to religious education. Ta.
“It's important to foster trust and social capital by working with people of other faiths,” says Seiple.
