This panel explores the evolving meanings and applications of religious literacy across different educational and sociopolitical contexts. By combining theoretical reflections and empirical research, the session addresses how religious literacy is framed, institutionalized, and practiced—from school-based religious education to university programs and broader public discourses. The discussion addresses the need for critical and context-aware approaches that reflect diverse educational goals and cultural contexts.
In recent years, the concept of religious literacy has become central in discussions on religious education. A key critique is the lack of empirical evidence supporting its effectiveness. To address this gap, an experimental survey was conducted to explore two main questions: a) whether religious literacy leads pupils to develop a more positive attitude towards religious diversity, and b) whether secularization leads to religious illiteracy among pupils and lower scores in their attitudes towards religious diversity. The results show that religious literacy improves through religious education but does not necessarily lead to more positive attitudes towards religious diversity. Contrary to some claims, religious literacy and attitudes towards religious diversity were both higher in the more secular context. This suggests that societal challenges related to religion stem from deeper structural, political, or economic issues, rather than from a mere lack of knowledge about religions.
On 19th August 2024, the Atlanta-based Georgia State University reported online with a headline "Georgia State Becomes First Public University to Offer Graduate Pathway to Chaplaincy". The term Chaplain is rooted in Christian pastoral care, but over the years Christian and non-Christian Chaplains have provided emotional and spiritual support in military, jails, airports, fire stations, hospices, hospitals, and higher education. In the context of separation of church and state policies and rising secularization in the U.S., it is remarkable how Chaplains not only maintained steady presence but have also grown their ministries (Kruzman, 2021). Traditionally, Chaplains were trained by private theological institutions but perhaps due to the rising demand, Georgia State University has adventured into training Chaplains on its public campus, while addressing sensitivity to the separation of church and state policies. This paper analyzes this milestone with its risks, challenges, and opportunities to offering chaplaincy training on public campuses.
Despite being a Muslim-majority country, Islamic religious education in Bangladesh remains politically and socially contested. The education system comprises Bengali-medium, English-medium, and Madrasa streams, each with varying approaches to religion. While public and Alia Madrasas include Islamic education under government oversight, Qawmi Madrasas focus solely on Islamic teachings and are privately run. Political regimes have historically used religious education to gain legitimacy, and global events, like post-9/11 Western critiques, have shaped perceptions of madrasas. However, scholars argue that madrasas also offer social support and are evolving with global and technological influences. The 2016 Holey Artisan attack reignited debates, highlighting that radicalization is not confined to Islamic schools. Recent political shifts, especially post-2024, have brought Islamic parties back into curriculum debates, raising concerns over radicalism versus the moral grounding Islamic education might provide. This paper explores the historical, pedagogical, and moral dimensions of religious education across different systems in Bangladesh.