Over the past decades, the social and religious make-up of Central Europe has changed. This has led to resentment and fears of mass immigration, social disintegration and the emergence of parallel societies. We also find empirical proof that prejudice is lowest where there is direct contact. Therefore, there appears to be an increasing need for more dialogue. The project 'Religion and Dialogue in Modern Societies' (ReDi) seeks to contribute to dialogue. This book looks at dialogue from different perspectives. It includes both theoretical and empirical approaches as well as a variety of theological viewpoints on a theology of plurality and dialogue from the perspective of different religions.

Urban spaces throughout Europe are increasingly characterised by a mixture of different religions and worldviews. Being home to a wide range of religious and non-religious groups and individuals does not mean that cities are automatically also spaces of interreligious and interfaith encounters. This volume presents selected findings of the international research project ‘Religion and Dialogue in Modern Societies’ (ReDi) which investigated dialogical practice in the five metropolitan cities Oslo, Stockholm, London, Hamburg and Duisburg. It offers a range of case studies addressing two fields of activity: dialogue and interreligious encounters in the urban space and dialogue in education.

The question of how research on structures and outcomes in Religious Education can be carried out successfully is of current interest in many countries. Next to the more traditional historical, analytical and, more recently, international comparative approaches, empirical research in religious education has been able to establish itself as a major approach to this field. Moreover, the contemporary discussion about comparative evaluation in schools has raised a number of questions which also refer to Religious Education. What competences can pupils acquire in this Subject? Does Religious Education really support the acquisition and development of the competences aspired? Are there differences in this respect between different forms of Religious Education or between different approaches to teaching?