In its document Educating to Intercultural Dialogue in Catholic Schools: Living in Harmony for a ... more In its document Educating to Intercultural Dialogue in Catholic Schools: Living in Harmony for a Civilization of Love, the Sacred Congregation for Catholic Education specifies that "all children and young people must have the same possibilities for arriving at the knowledge of their religion as well as of elements that characterize other religions." As such, interreligious dialogue is an essential component of Catholic education, thereby necessitating interreligious dialogue education and formation starting from the beginning of school age in academic institutions. From this perspective, the study explores a selection of Catholic Church teachings and Magisterial documents on interreligious dialogue. Using See-Judge-Act as the framework, it aims to outline the essential elements of the theology of interreligious dialogue in education. In doing so, the paper intends to present a model of the interreligious dialogue-based Theology syllabus. The inquiry is qualitative-descriptive research and employs documentary analysis as a method. The study concluded with the presentation of the proposed syllabus model with its dialogical elements.
The Catholic Social Teaching is an "instrument of evangelization" because it places the human per... more The Catholic Social Teaching is an "instrument of evangelization" because it places the human person and society in relationship to the Gospel. The Church, by its very nature, proclaims God and his mystery of salvation in Christ to every human being. It is by virtue of this mission that it concerns itself with everything else: "the human rights of the individual, and in particular of the `working class', the family and education, the duties of the State, the ordering of national and international society, economic life, culture, war and peace, and respect for life from the moment of conception until death" 2 as well as care for the earth. As an "instrument of evangelization," the Catholic Social Teaching developed as historical responses to pressing and prevailing social issues and problems, not only to reach out to human beings in society but of "enriching and permeating society with the Gospel.
In the Christian, Moro, and Indigenous People's relation in the Philippines, religion is the foun... more In the Christian, Moro, and Indigenous People's relation in the Philippines, religion is the foundation of ethnic identity and provides the legitimacy of their disparate notion of history, understanding of conflict, and meaning of peace. As the underlying motif of their relation, religion has contributed in their uneasy and at times violent encounter, which deepens their division. Following his critique on monotheistic religions and Judaism, Levinas challenges ethno-religious identity to transcend religion as a content discourse, ontology, and thematization to the ethical. By orienting religion as the ethical and God as the structure of the ethical relation, ethno-religious identity must be redefined as the responsibility for the other if the tri-people dialogue has to pursue social harmony and peace.
The Catholic Social Teaching is an "instrument of evangelization" because it places the human per... more The Catholic Social Teaching is an "instrument of evangelization" because it places the human person and society in relationship to the Gospel. The Church, by its very nature, proclaims God and his mystery of salvation in Christ to every human being. It is by virtue of this mission that it concerns itself with everything else: "the human rights of the individual, and in particular of the `working class', the family and education, the duties of the State, the ordering of national and international society, economic life, culture, war and peace, and respect for life from the moment of conception until death" 2 as well as care for the earth. As an "instrument of evangelization," the Catholic Social Teaching developed as historical responses to pressing and prevailing social issues and problems, not only to reach out to human beings in society but of "enriching and permeating society with the Gospel.
In the Christian, Moro, and Indigenous People’s relation in the Philippines, religion is the foun... more In the Christian, Moro, and Indigenous People’s relation in the Philippines, religion is the foundation of ethnic identity and provides the legitimacy of their disparate notion of history, understanding of conflict, and meaning of peace. As the underlying motif of their relation, religion has contributed in their uneasy and at times violent encounter, which deepens their division. Following his critique on monotheistic religions and Judaism, Levinas challenges ethno-religious identity to transcend religion as a content discourse, ontology, and thematization to the ethical. By orienting religion as the ethical and God as the structure of the ethical relation, ethno-religious identity must be redefined as the responsibility for the other if the tri-people dialogue has to pursue social harmony and peace.
In its document Educating to Intercultural Dialogue in Catholic Schools: Living in Harmony for a ... more In its document Educating to Intercultural Dialogue in Catholic Schools: Living in Harmony for a Civilization of Love, the Sacred Congregation for Catholic Education specifies that "all children and young people must have the same possibilities for arriving at the knowledge of their religion as well as of elements that characterize other religions." As such, interreligious dialogue is an essential component of Catholic education, thereby necessitating interreligious dialogue education and formation starting from the beginning of school age in academic institutions. From this perspective, the study explores a selection of Catholic Church teachings and Magisterial documents on interreligious dialogue. Using See-Judge-Act as the framework, it aims to outline the essential elements of the theology of interreligious dialogue in education. In doing so, the paper intends to present a model of the interreligious dialogue-based Theology syllabus. The inquiry is qualitative-descriptive research and employs documentary analysis as a method. The study concluded with the presentation of the proposed syllabus model with its dialogical elements.
The Catholic Social Teaching is an "instrument of evangelization" because it places the human per... more The Catholic Social Teaching is an "instrument of evangelization" because it places the human person and society in relationship to the Gospel. The Church, by its very nature, proclaims God and his mystery of salvation in Christ to every human being. It is by virtue of this mission that it concerns itself with everything else: "the human rights of the individual, and in particular of the `working class', the family and education, the duties of the State, the ordering of national and international society, economic life, culture, war and peace, and respect for life from the moment of conception until death" 2 as well as care for the earth. As an "instrument of evangelization," the Catholic Social Teaching developed as historical responses to pressing and prevailing social issues and problems, not only to reach out to human beings in society but of "enriching and permeating society with the Gospel.
In the Christian, Moro, and Indigenous People's relation in the Philippines, religion is the foun... more In the Christian, Moro, and Indigenous People's relation in the Philippines, religion is the foundation of ethnic identity and provides the legitimacy of their disparate notion of history, understanding of conflict, and meaning of peace. As the underlying motif of their relation, religion has contributed in their uneasy and at times violent encounter, which deepens their division. Following his critique on monotheistic religions and Judaism, Levinas challenges ethno-religious identity to transcend religion as a content discourse, ontology, and thematization to the ethical. By orienting religion as the ethical and God as the structure of the ethical relation, ethno-religious identity must be redefined as the responsibility for the other if the tri-people dialogue has to pursue social harmony and peace.
The Catholic Social Teaching is an "instrument of evangelization" because it places the human per... more The Catholic Social Teaching is an "instrument of evangelization" because it places the human person and society in relationship to the Gospel. The Church, by its very nature, proclaims God and his mystery of salvation in Christ to every human being. It is by virtue of this mission that it concerns itself with everything else: "the human rights of the individual, and in particular of the `working class', the family and education, the duties of the State, the ordering of national and international society, economic life, culture, war and peace, and respect for life from the moment of conception until death" 2 as well as care for the earth. As an "instrument of evangelization," the Catholic Social Teaching developed as historical responses to pressing and prevailing social issues and problems, not only to reach out to human beings in society but of "enriching and permeating society with the Gospel.
In the Christian, Moro, and Indigenous People’s relation in the Philippines, religion is the foun... more In the Christian, Moro, and Indigenous People’s relation in the Philippines, religion is the foundation of ethnic identity and provides the legitimacy of their disparate notion of history, understanding of conflict, and meaning of peace. As the underlying motif of their relation, religion has contributed in their uneasy and at times violent encounter, which deepens their division. Following his critique on monotheistic religions and Judaism, Levinas challenges ethno-religious identity to transcend religion as a content discourse, ontology, and thematization to the ethical. By orienting religion as the ethical and God as the structure of the ethical relation, ethno-religious identity must be redefined as the responsibility for the other if the tri-people dialogue has to pursue social harmony and peace.
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