This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value. The development of this Handbook rests on the f- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about sp- itual systems that reject violence and the individualistic pursuit of economic and political gain, and call their followers to compassion for every human being. It also seeks to lead students to an awareness that the followers of religions across the world need to be, and to grow in, dialogical relationships of respect and understa- ing. An essential aim of interreligious education is the promotion of understanding and engagement between people of different religions and, therefore, it has great potential to contribute to the common good of the global community. Interreligious education has grown from the interfaith movement, whose beg- ning is usually identi?ed with the World Parliament of Religions held in Chicago in 1893. This was the ?rst time in history that leaders of the eastern and we- ern religions had come together for dialogue, and to consider working together for global unity.

This is the first study to compare the philosophical systems of secular scientific philosopher Mario Bunge (1919-2020), and Moroccan Islamic philosopher Taha Abd al-Rahman (b.1945). In their efforts to establish the philosophical underpinnings of an ideal modernity these two great thinkers speak to the same elements of the human condition, despite their opposing secular and religious worldviews. While the differences between Bunge’s critical-realist epistemology and materialist ontology on the one hand, and Taha’s spiritualist ontology and revelational-mystical epistemology on the other, are fundamental, there is remarkable common ground between their scientific and Islamic versions of humanism. Both call for an ethics of prosperity combined with social justice, and both criticize postmodernism and religious conservatism. The aspiration of this book is to serve as a model for future dialogue between holders of Western and Islamic worldviews, in mutual pursuit of modernity’s best-case scenario.

How is it that Islam is so feared and misunderstood among Christians? Is there any possibility of an open dialogue between Muslims and Christians that will lead to a greater understanding of both? Ralf K. Wüstenberg explores these and other questions in an in-depth investigation of Islam, using as his guide the teachings of the revered Muslim scholar, Al-Ghazali, and placing them in dialogue with those of the protestant theologian and Reformer, John Calvin. The journey of discovery offered in this book is of long-lasting value to both Christians and Muslims as they seek to find common ground in understanding the most important and basic tenets of each other’s faith.

Muslim Women, Domestic Violence, and Psychotherapy reconciles newly emerging Islamic practical theology with the findings and theories of contemporary social sciences. It is an inquiry about the lived experience of the Islamic tradition and its application in Islamic counseling with Muslim women subject to domestic violence. By incorporating a holistic examination of the worldview, personhood, and understanding of social and religious obligations of Muslim women in counseling, this book shows how practitioners can empower clients facing trauma and abuse to explore feasible solutions and decrease worry, anxiety, and other negative emotions.