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Intro -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- 1 Introduction Religious Diversity at School -- Introduction to the Volume's Contents -- Teil I Educating for Pluralism and Religious Education in Plural Settings -- 2 Adolescents' Views on Religion(s) and on Non-religious Worldviews -- Introduction -- Theoretical Framework -- The Research Construct "Attitudes Towards Religious and Worldview Diversity" -- Item Response Theory -- Research Questions -- Methods -- Research Design and Construct Modeling -- Quantitative Instrument -- Items: Four × Eight Profile Types and Response Options -- Response Options and Scoring -- Questionnaire -- Sample and Analyses -- Selected Findings -- Equal Acceptance for all Four Groups, Differentiation Within Each Scale, and Tipping Point -- Equal Acceptance Among all Four Groups -- Note 'the' Muslim or 'the' Christian: Levels of Acceptance Within Each Scale -- Tipping Point -- View of Own Religion Versus Other Religions -- Ingroup Bias -- No (Muslim or Christian) Anti-Jewish Tendencies, No (Christian or Jewish) Anti-Muslim Tendencies -- Christians and Muslims: The Largest Social Distance Towards the Non-Religious -- Non-religious: Greatest Ingroup Bias and Equidistance Towards all Three Religions -- Conclusion -- 3 Significance of the Religiosity and Educational Backgrounds of Young Refugees in Germany: Results from an Empirical Mixed-Methods Study -- Theory and State of Research -- Research Questions, Methods, and Sample -- Results on the Role of Religiosity in the Young Refugees' Lives -- Results on Educational Issues -- Summary and Discussion -- 4 Islamic Religious Education in German Primary Schools: Researching the Responses of Parents and Pupils -- Current State of Research -- Methods -- Results from the Study.

In this volume, the authors attempt to speak freely about the potential in religions both for violence and peace. I am confident that many impulses from this work will also impact the direction of churches and other religious communities, such that religions, all together, will try to mobilize the members of their communities to actively contribute to world peace. In this way, religions will be perceived as part of the solution for world peace, enabling them to move beyond the stigma of their damaged reputations.

Intro -- Contents -- Editors and Contributors -- Introduction -- 1 Section I: Perspectives on Peace Education: Theoretical and Theological -- 2 Section II: Islam and Peace Education: Theological Resources -- 3 Section III: Pedagogy and Peace Education -- 4 Section IV: Inter-religious Approaches to Peace Education -- 5 Section V: Peace Education: Contexts, Crises, and Case Studies -- References -- I Perspectives on Peace Education: Theoretical and Theological -- From "Just War" to "Just Peace": Recent Developments in Protestant Ethics in Germany and Their Implications for Peace Education -- Abstract -- References -- Eve of Destruction: Peace Education and Security Studies-Origins, Ends, Apocalypse -- Abstract -- References -- The Relevance of Religions to Peace Education -- Abstract -- 1 Religious Education and Spirituality -- 2 Towards Positive Peace -- 3 Identity -- 4 Spirituality as a Kind of Self-Identifying -- 5 Spiritual Self-Identification is a State of Peacefulness -- 6 Conclusion -- References -- The Dance of Love and Fear: An Emotional-Organizational Perspective on Peace Education -- Abstract -- References -- Interreligious Education and Peace -- Abstract -- References -- II Islam and Peace Education: Theological and Religious Resources -- Wishing Peace on Persecutors in Islam: Classical Qur'ān Commentaries (Sufi and Rationalist) on Al-Furqān 25:63-64 -- Abstract -- References -- On Peace and Education: A Normative Islamic Perspective and Contemporary Considerations* -- Abstract -- References -- Creating Peaceful Societies by Countering the Phenomenon of Reactive Co-Radicalization -- Abstract -- References -- The Islamic Prophet and the Hadith as Bases for Peace Education -- Abstract -- References -- Mysticism and a Paradigm Shift in Peace Studies -- Abstract -- References -- III Pedagogy and Peace Education.

Whether formally incorporated into curriculum and teacher training or informally integrated in contexts such as state or NGO initiatives dealing with resolving social, ethnic, and religious conflicts, peace education is increasingly recognized as a critical component in addressing violence in contemporary plural societies. Peace education can constructively undertake a reframing of historical narratives while inspiring practical community activities. An important, but insufficiently studied and theorized aspect of peace education is the role of religion. The challenge to peace education in today's globalized, diverse, mobile, and religiously pluralistic world is to be able to take both complex global and distinctive local situations into account. The contributions to this integrative collection of essays provide exactly these local and global perspectives on the state of peace education and its relationship to religion across pedagogy and curriculum, state policies, and activism within societies on the front lines of resolving internal conflicts, whether historical or recent, that often reflect aspects of religious identities.

The scholarly contributors to this volume investigate various means to stimulate and facilitate reflection on new social relations while clarifying the contradictions between religious and social affiliation from different perspectives and experiences. They explore hindrances whose removal could enable Muslim children and youth to pursue equal participation in political and social life, and the ways that education could facilitate this process. Contents Muslims in Europe Citizenship Education Religion and Citizenship Education Values and Citizenship Education Target Groups Researchers and students interested in Public, Academics-Education, Religious and Migration Studies The Editors Dr. Ednan Aslan is Chair of the Institute for Islamic Studies and Islamic Religious Education at the Center for Teacher Education at the University of Vienna. Dr. Marcia Hermansen is Director of the Islamic World Studies program at Loyola University Chicago where she teaches courses in Islamic Studies and Religious Studies as a Professor in the Theology Department