Examination of comparative religious history lesson taught in religious high school (Adana sample)

Discussions about religious pluralism has arisen after conception about religion's characteristics differentiated. Then, the problem about religious pluralism has been debated on philosophically and theologically. As a consequence of these debates, three paradigms emerged about religions' allegations about truth reflecting religions and views of religion members to each other. These are religious exclusivism, religious inclusivism and religious pluralism. And there is one more paradigm, religious plurality/variety, which accepts religions' plurality in terms of both theory and historical progression without considering religions' accuracy or inaccuracy; argues religions' right to life and living of religious varieties together. In the study of ours, after giving theoretical information about religious pluralism, the main theme of the study is to determine how information about other religions that are covered in History of Comparative Religions lessons in the final grade of Religious High School changes students' attitudes and behaviors by interpreting the data and findings of the survey study on religious variety/plurality. A basis for religions to get close has been formed after globalization and migration. Members of different religions who migrated to different European countries in 20th century expanded religious pluralism's borders and characteristics. The topic started to be debated in terms of not only theological aspects, but in terms of political and social aspects as well. Especially with globalization, people's easier encountering to other people that has different religious beliefs and with opportunities provided by technology; people's faster access to other beliefs and cultures as well as acquisition of detailed knowledge about them has been easier. Debates of religious pluralism simultaneously created a basis for interfaith dialogue. Plus, for religions to contribute to world peace, these debates provide new solutions to humanity's common problems like discrimination, social and economic injustice, oppression and persecution, environmental pollution and basic human rights. Nation states created curricula for religions to continue their existence and to transmit these religions from generation to generation. In these curricula, theories of pluralist approaches came into forefront in order for different religions to live together. In our country, this educational approach's being necessary in order for people who are members of different sects, religions, beliefs, ideologies or conceptions of the world to live together in peace, to solute the problems that stems from this diversity, and to create an understanding that considers variety as a means to enrichment and progress at the basis of reconciliation and dialogue is emphasized and how much different sects of Islam itself is covered or how objective it is, how much is covered about other religions in world in our curriculum in our educational system and how objective it is covered is studied in other religions' programs in Turkish National Education System. There are two lessons in Turkish Education System for Islam and other religions to be taught. One of them is teaching different religions in religions culture and ethics lesson, which is obligatory in primary and secondary education¸ the other is Comparative Religious History lesson in Religious High School. These two lessons are basic sources that provides information about various religions. Key Words: Religious pluralism, religious plurality, globalization, migration, peace among religions, interfaith dialogue, curriculum on religion.