Building a Better Bridge is a record of the fourth "Building Bridges" seminar held in Sarajevo in 2005 as part of an annual symposium on Muslim-Christian relations cosponsored by Georgetown University and the Archbishop of Canterbury. This volume presents the texts of the public lectures with regional presentations on issues of citizenship, religious believing and belonging, and the relationship between government and religion—both from the immediate situation in Bosnia-Herzegovina and from three contexts further afield: Britain, Malaysia, and West Africa. Both Christian and Muslim scholars propose key questions to be faced in addressing the issue of the common good. How do we approach the civic sphere as believers in particular faiths and as citizens of mixed societies? What makes us who we are, and how do our religious and secular allegiances relate to one another? How do we accommodate our commitment to religious values with acknowledgment of human disagreement, and how can this be expressed in models of governance and justice? How are we, mandated by scriptures to be caretakers, to respond to the current ecological and economic disorder of our world? Michael Ipgrave and his contributors do not claim to provide definitive answers to these questions, but rather they further a necessary dialogue and show that, while Christian and Islamic understandings of God may differ sharply and perhaps irreducibly, the acknowledgment of one another as people of faith is the surest ground on which to build trust, friendship, and cooperation.
Humanity: Texts and Contexts is a record of the 2007 Singapore “Building Bridges” seminar, an annual dialogue between Muslim and Christian scholars cosponsored by Georgetown University and the Archbishop of Canterbury. This volume explores three central questions: What does it mean to be human? What is the significance of the diversity that is evident among human beings? And what are the challenges that humans face living within the natural world? A distinguished group of scholars focuses on the theological responses to each of these questions, drawing on the wealth of material found in both Christian and Islamic scriptures. Part one lays out the three issues of human identity, difference, and guardianship. Part two explores scriptural texts side by side, pairing Christian and Islamic scholars who examine such themes as human dignity, human alienation, human destiny, humanity and gender, humanity and diversity, and humanity and the environment. In addition to contributions from an international cast of outstanding scholars, the book includes an afterword by Archbishop Rowan Williams.
Building a Better Bridge is a record of the fourth "Building Bridges" seminar held in Sarajevo in 2005 as part of an annual symposium on Muslim-Christian relations cosponsored by Georgetown University and the Archbishop of Canterbury. This volume presents the texts of the public lectures with regional presentations on issues of citizenship, religious believing and belonging, and the relationship between government and religion--both from the immediate situation in Bosnia-Herzegovina and from three contexts further afield: Britain, Malaysia, and West Africa. Both Christian and Muslim scholars propose key questions to be faced in addressing the issue of the common good. How do we approach the civic sphere as believers in particular faiths and as citizens of mixed societies? What makes us who we are, and how do our religious and secular allegiances relate to one another? How do we accommodate our commitment to religious values with acknowledgment of human disagreement, and how can this be expressed in models of governance and justice? How are we, mandated by scriptures to be caretakers, to respond to the current ecological and economic disorder of our world? Michael Ipgrave and his contributors do not claim to provide definitive answers to these questions, but rather they further a necessary dialogue and show that, while Christian and Islamic understandings of God may differ sharply and perhaps irreducibly, the acknowledgment of one another as people of faith is the surest ground on which to build trust, friendship, and cooperation.
Bishop Michael Nazir-Ali studied theology at Cambridge, going on to become only the second non-white bishop in England and the first diocesan bishop. He is a consultant to the Prime Minister on Muslim affairs. Nazir-Ali sets out fundamental guidelines on the role of religion in society and its relationship to nationalism, ideology and political institutions, and examines Christian-Muslim dialogue with particular relationship to the rise of Arab, Indian and Turkish nationalism. Of particular concern is the relationship of religion to law and the justifiability of armed conflict.
Intercultural encounters are part of our everyday lives with or without globalisation and internationalisation. In the contemporary world, encounters with people from other cultural backgrounds have become part of our everyday lives. These intercultural encounters may be used as an opportunity to learn about other cultures, to develop our capacities for effective and respectful communication, to think about our own cultural affiliations and to reflect on ways in which we might take action for the common good. The Autobiography of intercultural encounters (AIE) is an educational resource that can be used by learners to achieve all of these outcomes. It supports learners in thinking about and learning from intercultural encounters that they have experienced either face to face, through visual media (such as television, films, magazines), or through the internet. The present volume contains an updated and revised edition of the original AIE, which supports learners’ reflections on face-to-face intercultural encounters. There are two versions of the AIE: a standard version for those who can complete it and a younger learners’ version for use by children who need support from an adult in thinking about intercultural encounters. Both versions are accompanied by notes for facilitators which explain in detail how the AIE may be used. These new editions have been fully updated and aligned with the Council of Europe’s Reference Framework of Competences for Democratic Culture and may be used by educators and learners in primary, secondary and higher education and in non-formal and informal education.
A guide to help you analyse a specific encounter you had with one or more people from another culture through an online interaction (for example, in a social network, forum or blog). In the contemporary world, encounters with people from other cultural backgrounds have become part of our everyday lives. These intercultural encounters may be used as an opportunity to learn about other cultures, to develop our capacities for effective and respectful communication, to think about our own cultural affiliations and to reflect on ways in which we might take action for the common good. The Autobiography of intercultural encounters (AIE) is an educational resource that can be used by learners to achieve all of these outcomes. It supports learners in thinking about and learning from intercultural encounters that they have experienced either face to face, through visual media (such as television, films, magazines), or through the internet. The present volume contains an updated and revised edition of the original Autobiography of intercultural encounters through the internet (AIETI), which supports learners’ reflections on intercultural encounters that take place through the internet. There are two versions of the AIETI: a standard version for those who can complete it on their own and a younger learners’ version for use by children who need support from an adult in thinking about intercultural encounters. Both versions are accompanied by notes for facilitators which explain in detail how the AIETI may be used. These new editions have been fully updated and aligned with the Council of Europe’s Reference Framework of Competences for Democratic Culture and may be used by educators and learners in primary, secondary and higher education and in non-formal and informal education.
A guide to help analyse a specific image encountered in the media (e.g. on television, in a book, on the internet) that shows a person (or people) from another culture. In the contemporary world, encounters with people from other cultural backgrounds have become part of our everyday lives. These intercultural encounters may be used as an opportunity to learn about other cultures, to develop our capacities for effective and respectful communication, to think about our own cultural affiliations and to reflect on ways in which we might take action for the common good. The Autobiography of intercultural encounters (AIE) is an educational resource that can be used by learners to achieve all of these outcomes. It supports learners in thinking about and learning from intercultural encounters that they have experienced either face to face, through visual media (such as television, films, magazines), or through the internet. The present volume contains an updated and revised edition of the original Autobiography of intercultural encounters through visual media (AIEVM), which supports learners’ reflections on intercultural encounters that take place through visual media. There are two versions of the AIEVM: a standard version for those who can complete it on their own, and a younger learners’ version for use by children who need support from an adult in thinking about intercultural encounters. Both versions are accompanied by notes for facilitators which explain in detail how the AIEVM may be used. These new editions have been fully updated and aligned with the Council of Europe’s Reference Framework of Competences for Democratic Culture and may be used by educators and learners in primary, secondary and higher education and in non-formal and informal education.
Bishop Michael Nazir-Ali considers the impact that aggressive secularism, radical Islamism and multiculturalism are having on the Western world, and particularly Britain. He argues that, because of their rejection of the Judeo-Christian foundations which have shaped so much of the national narrative, these three seemingly diverse pressures are a profound threat to British life. While never denying the deep contribution of varied ethnic, national and religious communities to public life, Bishop Nazir-Ali argues that their stories need to relate to being in Britain and should not be used as an excuse for withdrawal and separation. He suggests that the task of the State should be more than simply balancing the competing interests of different groups, but that it must provide a moral vision for the common good, using the moral and spiritual legacy of Britain's heritage as its foundations. Considering the areas of society, religion, science and politics, this book asserts that it would be foolish and premature to give up on the Christian foundations which may make the achievement of the equality, justice and freedom sought in our society possible.
Monsignor Michael Nazir-Ali draws on the rich history of Ecclesia Anglicana, the complex reality that has been the English church from the beginning he discusses its glories, achievements, vicissitudes and failures; as well as the expansion and adaptation of this 'Anglican' heritage to different parts of the world and many cultures. Nazir-Ali starts with the different ways in which England was first evangelized and how, in turn, the Church of (or in) England (Ecclesia Anglicana) was able to send missionaries to continental Europe for primary evangelism and church planting. He examines the more recent past with the evangelical and Catholic revivals in the eighteenth and nineteenth centuries and their significance for mission both at home and abroad. The formation of mission agencies gave a new impetus to mission, challenging people to give, to pray, and to go. He then considers what we can learn from mission today in different parts of the world; providing specific examples of such missionary activity of the churches in Nigeria and Kenya, as well as the churches in South East Asia. The book examines how the gospel connects with culture, what we need to learn from the global Church about mission and ministry, the different models for mission and ministry, ranging from the incarnational to the itinerant, from inculturation to social and political activism and from embassy to hospitality.
Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.
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