The project aimed to develop the concept of encounter-based learning as a learner-orientated process and to implement it at the level of school teaching at the secondary level and teacher education (initial university training, in-service training). Partners from Germany, Austria, Greece and Turkey co-operated. They provided a Christian (Orthodox, Catholic, Protestant), Islamic and secular (philosophical-ethical) perspective. The international framework enabled a particularly wide range of direct encounters, which were embedded in thematic preparation and follow-up (4-phase model of encounter learning). Teaching and learning media, instructions for teachers and lecturers, as well as a joint study programme (additional qualification as part of the teacher education programme and further education) had to be developed for this purpose. A joint module handbook was required for the additional qualification. All products were to be tested and optimised. An online platform was to be developed to provide and structure the programmes and materials, in the case of materials for pupils also in Greek and Turkish, and to enable communication with each other.
Democracy thrives on debate and thus on the exchange of people with different worldviews in mutual appreciation and respect. However, the more plural and diverse societies become, the more radical tendencies (fundamentalism, racism, populism, nationalism, extremism, etc.) seem to spread, undermining democratic values and hindering equal recognition, participation and inclusion of all citizens. Social cohesion in a democracy is based on a culture of communication that enables peaceful coexistence between different cultures, religions, beliefs and groupings. As a basis for this, all citizens need the skills to engage in fair and respectful dialogue, even with very different worldviews - both in real-life encounters, locally and internationally, and in encounters in the digital media. The ideal place to equip all citizens with communication skills for a diverse society is the school. Schools reach out to all pupils regardless of their opportunities, physical or intellectual ability, health, cultural, social or national background, religion, belief or worldview. To achieve this, schools need pedagogical and didactic concepts that sustainably promote a culture of meeting common values in diversity.