Journal article
Essen als Zeichen religiöser Identität in den drei monotheistischen Religionen - Potenziale und Grenzen interreligiösen Lernens [Dietary habits as a symbol of religious identity in the three monotheistic religions - possibilities and limits of interreligious learning]

Publication Details
Schlehahn, R.
Tworuschka, Udo; Klöckner, Michael
Westarp Science Fachverlag
Publication year:
Handbuch der Religionen
Pages range:
XIV - (Kapitel)
Book title:
Handbuch der Religionen - Kirchen und andere Glaubensgemeinschaften in Deutschland und im deutschsprachigen Raum, 68. Ergänzungslieferung
Journal acronym:
Issue number:


Eating is an everyday phenomenon, presently very much in vogue, offering great potential for discussing the three monotheistic religions from the point of view of religious education studies (Chap. 1). Dietary laws or specific articles of food play a vital role in the religious everyday life of Jews, Muslims and Christians, as well as in the context of rituals, and
represent an integral part of the manifestations of their religion (Chap. 2), thus acquiring a considerable influence on the religious identity of the individual as well as of the religious community. As culture has a strong formative influence on both forms of religious identity, these may well be interacting with cultural identities, too, which may lead to intersections and mutual competition (Chap. 3). Taking the variety of identities into consideration, the religions’ dietary laws can become fruitful in the course of interreligious learning within the scope of religious education. Using the basic principles of interreligious learning, ranging from a clarification of one’s own position through the acquisition of religious knowledge to learning and experiencing a change of perspective and concrete encounters with other religions, can help to tap the full potential of the dietary laws within the scope of religious education and beyond. The chance of learning from differences and commonalities, the look from a different perspective at one’s own tradition, the initiation of reflective processes, which in turn will influence the religious identity of the learners, seem to be particularly capable of taking full effect at a shared interreligious meal. Nevertheless, interreligious learning is also subject to certain restrictions and obstacles that must be taken seriously and may hinder its potential (Chap. 4).

Last updated on 2021-04-08 at 14:25