INTERFAITH DIALOGUE AS A FACTOR IN THE MODERNIZATION OF THE MODERN EDUCATIONAL PROCESS OF THEOLOGICAL INSTITUTIONS: HISTORICAL AND CANONICAL ANALYSIS

Abstract

The article focuses on interfaith dialogue as an important factor in modern theological education at Ukrainian higher theological institutions, to form theologians and leaders of Christian denominations capable of effective social and value-based service, taking into account the religious diversity of the world. The article aims to substantiate the importance of the transition from a confessionally engaged, closed system of higher theological education in Ukraine to an open academic ecosystem, integrated into the general educational space and based on the values of dialogue, tolerance, intellectual power, and openness to scientific and theological discourse. The work comprehensively combines the methodology of “pragmatic perspectivism” of theologian Professor H. Durante with an analysis of modern educational and theological strategies of the UOC MP, OCU and UCU. It is emphasized that the events of the Revolution of Dignity became an important milestone not only for the life of the entire country, but also for theology in Ukraine, which acquired the status of an academic science. This allowed replacing the language of hostility and alienation with an objective comparative analysis of religious and worldview systems. It is proven that the successful modernization of theological higher education in Ukraine is possible through the implementation of vectors of integrative theology and social relevance. Special attention is focused on the theological educational program for bachelors of the Faculty of Philosophy and Theology of the Ukrainian Catholic University, which is the only one in Ukraine with international accreditation. As well as on the diverse activities of the OCU in terms of involvement in the educational, scientific and social space of Ukraine, in particular, through cooperation with the Yuriy Fedkovych Chernivtsi National University and the availability of professional publications. Instead, it is emphasized that the isolationist model of higher theological education of the UOC MP inhibits the development of theological thought and stands in the way of inclusion in the pan-European theological context. The conclusions emphasize that interfaith dialogue is an important component of modern higher theological education in religious institutions of Ukraine for the formation of professional competence in the post-secular world and harmonious development of the personality based on Christian values. The education model, which combines theological disciplines with modern socio-humanitarian sciences, allows preparing future moral leaders capable of active service and solving current problems of society. Modernization through interfaith dialogue is the path to cognitive sovereignty and intellectual viability and competitiveness of institutions of higher religious education in Ukraine.