The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity

Abstract

Purpose

In the light of intensifying academic discourses on contemporary religious education in Hong Kong, this paper aims to examine how the interreligious model (i.e. that features teaching religious variety rather than a particular faith) is consistent with Hong Kong’s social context. It begins with a theoretical conceptualization that interreligious education originates from certain preconditions and is only understood contextually. Next, the analysis identifies the preconditions within Hong Kong milieus: sociodemographic, sociocultural and legal.

Design/methodology/approach

Theoretically driven case study. The paper analyses Hong Kong's development toward interreligious education.

Findings

Albeit most conceptualizing of interreligious education has been conducted in Europe, the study finds the model functional to Hong Kong. Moreover, these preconditions-religious heterogeneity, freedom of religion and secularity – are met, although with their specifics. These preconditions, however, do not imply imperativeness yet rather feasibility if the interreligious model adheres to Hong Kong’s educational aims.

Originality/value

This study develops theoretical lenses for interreligious education in Hong Kong. First, it analyzes religious heterogeneity, freedom of religion and secularity within the Hong Kong milieus and reveals Hong Kong’s capacity to implement the interreligious model. It also advances scholarship on interreligious education in relatively underexplored settings (referring not simply to Hong Kong but to Chinese societies and contemporary Asia).

Citation

Fedorov, A. (2023), "The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity", Social Transformations in Chinese Societies, Vol. 19 No. 1, pp. 41-53. https://doi.org/10.1108/STICS-01-2022-0007