title: Interreligious prayer: Prospects and parameters

authors: Pratt, Douglas

subjects: religion

abstract: The coming together of people of diverse religions to plan or reflect upon a common action or venture, and to consider, let alone engage in, an act of shared spiritual experience – such as interreligious prayer – is something comparatively novel and relatively rare. Yet the impetus for acts of inter-faith prayer, worship, or other liturgically shared acts, is increasing as more and more experiences of cross-religion engagement and dialogical encounter occur, and as communities encompassing religious diversity address issues in common, or respond to crises that affect all. In some corners of the globe this is already very much the case; for others it is only just emerging into view on the horizon of possibility. 

In this paper I explore the question of interreligious prayer arising from my involvement in a joint World Council of Churches and Vatican Study undertaken during the 1990s. The questions which lay behind this co-operative venture remain, of course, live ones today and require continual reflection and fresh thinking. When the natural human response is to pray, and the context of that response is multi-religious, what can we do together? How can we do it? Indeed, ought we to do it? And if we do, on what basis may we proceed? What justification can we give in respect of our own faith? What are the issues to be addressed? How, if at all, may they be resolved?

text: Interreligious prayer: Prospects and parameters The coming together of people of diverse religions to plan or reflect upon a common action or venture, and to consider, let alone engage in, an act of shared spiritual experience – such as interreligious prayer – is something comparatively novel and relatively rare. Yet the impetus for acts of inter-faith prayer, worship, or other liturgically shared acts, is increasing as more and more experiences of cross-religion engagement and dialogical encounter occur, and as communities encompassing religious diversity address issues in common, or respond to crises that affect all. In some corners of the globe this is already very much the case; for others it is only just emerging into view on the horizon of possibility. 

In this paper I explore the question of interreligious prayer arising from my involvement in a joint World Council of Churches and Vatican Study undertaken during the 1990s. The questions which lay behind this co-operative venture remain, of course, live ones today and require continual reflection and fresh thinking. When the natural human response is to pray, and the context of that response is multi-religious, what can we do together? How can we do it? Indeed, ought we to do it? And if we do, on what basis may we proceed? What justification can we give in respect of our own faith? What are the issues to be addressed? How, if at all, may they be resolved?

year: 2006-10

title: Book review: Aretism: an ancient sports philosophy for the modern sports world

authors: Crocket, Hamish Robert

subjects: book review

abstract: This article reviews the book: “Aretism: an ancient sports philosophy for the modern sports world”, by M. Andrew Holowchak & Heather L. Reid.

text: Book review: Aretism: an ancient sports philosophy for the modern sports world This article reviews the book: “Aretism: an ancient sports philosophy for the modern sports world”, by M. Andrew Holowchak & Heather L. Reid.

year: 2013

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27