多元宗教課程與教學研究：台灣的課題與英國的取徑

The major purpose of this book writing project was going to explore the Taiwan’s lessons and British approaches of religious issues and religious education issues from the perspectives of multicultural education, multiculturalism, multi-religious education, and multicultural religious literacy. The two countries with the differences on the macro-level of geographic location, population group, international political and economic situation, religious historical traditions, educational philosophy thoughts, trends of multiculturalism and international immigration, as well as on the micro-level of religious curriculum policies and teaching practices, have diverse democratic process, multicultural education developing axis, and responsive actions. Data collected via cross-cultural research, comparative education research, field study, qualitative research approaches had provided significant information to make the cross-cultural comparisons and reinterpretations between Taiwan and Britain. The main findings of the research include: (1) Both Taiwan and Britain are required to do their efforts on the promotion of multi-religious knowledge and multi-cultural religious literacy based on the different democratic processes of Taiwan and British; (2) The exploration of multi-religious knowledge must face the distinction between personal religious beliefs and public religious issues; (3) The curriculum and teaching of multi-religious knowledge offer the opportunities to cultivate students’ multicultural religious literacy; (4) The national curriculum guidelines of British religious education have profound enlightenment on multi-cultural religious literacy and democratic literacy; and (5) The thematic textbooks of British religious education highlight the value of multi-religious knowledge, multi-religious core values, multicultural literacy, and multi-cultural religious literacy.