Religion and Inclusive Society: Attitudes towards the Poor among Muslim and Christian Students in Surabaya
This study explores attitudes towards the poor among Christian and Muslim secondary school students in Indonesia. Are there significant differences between Muslims and Christians with regard to these attitudes and, if any, how could they be explained? The authors argue that there is little reason to...
Authors: | ; ; |
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Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
Brill
[2019]
|
In: |
Journal of empirical theology
Year: 2019, Volume: 32, Issue: 1, Pages: 36-69 |
Standardized Subjects / Keyword chains: | B
Indonesia
/ Teenagers
/ Muslim
/ Christian
/ Poverty
/ Employment
|
RelBib Classification: | AD Sociology of religion; religious policy BJ Islam CA Christianity KBM Asia NCC Social ethics |
Further subjects: | B
Interreligious Relations
B attitudes towards poverty B poverty attribution B Indonesia |
Online Access: |
Presumably Free Access Volltext (Resolving-System) Volltext (doi) |
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520 | |a This study explores attitudes towards the poor among Christian and Muslim secondary school students in Indonesia. Are there significant differences between Muslims and Christians with regard to these attitudes and, if any, how could they be explained? The authors argue that there is little reason to expect differences based on religious affiliation alone, because both Christianity and Islam pay special attention to poverty alleviation and economic justice in teachings and moral guidelines. However, specific religious beliefs and practices could still result in different attitudes towards the poor among Muslims and Christians. This study investigates to what extent beliefs such as attitudes towards religious plurality, fundamentalism, religious salience and religious practices are related with attitudes towards the poor. The potential differential effects of non-religious factors like socio-economic status, social dominance orientation, bonding and bridging social capital, compassion and school activities are also taken into account. | ||
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