Learning Orientations in Interfaith Initiatives: A Case Study of the Interfaith Leadership Program Emoena
Visser,Hannah J. Moyaert,M. Bertram-Troost,G.D. Liefbroer,Anke I.
Visser,Hannah J.
Moyaert,M.
Bertram-Troost,G.D.
Liefbroer,Anke I.
Abstract
This study examines participants’ self-reported learning orientations over the course of the interfaith leadership program Emoena. Participants started the program with a range of different expectations and motivations, and this influenced the insights they gained and the challenges they faced throughout the program. Based on an inductive analysis of participants’ reflection reports, four interfaith learning orientations were distinguished: 1) literacy-oriented learning, 2) connection-oriented learning, 3) competency-oriented learning, and 4) reflection-oriented learning. Knowing more about these learning orientations will benefit curriculum designers in choosing relevant learning activities, and will direct future empirical work on the complex dynamics of interfaith learning.
Description
Publisher Copyright: © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Research Projects
Organizational Units
Journal Issue
Keywords
Interfaith learning, leadership, learning orientation, reflection reports
Citation
Visser, H J, Moyaert, M, Bertram-Troost, G D & Liefbroer, A I 2023, 'Learning Orientations in Interfaith Initiatives : A Case Study of the Interfaith Leadership Program Emoena', Religious education, vol. 118, no. 4, pp. 369-384. https://doi.org/10.1080/00344087.2023.2261754