There is much consensus about the need for education for tolerance today. Given the increasingly multi-religious character of contemporary societies, tolerance is considered an aim of education that must receive more and more attention, in practice as well as in theory. Concerning the role of religion in relationship to tolerance, however, there are conflicting views. On the one hand, religion is often seen as a source of intolerance. On the other hand, religious traditions are viewed as important sources of tolerance. Should education for tolerance then be secular, avoiding religion as a source of exclusion and devaluing the other? Or does education for tolerance need a religious basis in order to be effective? Is it even possible to educate for tolerance without reference to religion as a source for both, tolerance as well as intolerance? Against this backdrop, this chapter discusses two questions. First, is tolerance enough or should education instead focus on different aims-on respect and mutual recognition? And second, what should be the role of religion in the context of education for tolerance? These questions are discussed in conversation with different understandings of tolerance, in philosophy and theology, as well as in theories of education. The author aims for a richer understanding of tolerance beyond passive acceptance of difference. Moreover, education for tolerance must also be based on empirical research which can be used for discerning the relationship between religion and tolerance in relation to children and youth and for unfolding different possibilities for successfully educating for tolerance in different fields, pre-school institutions, religious education in school, educational programs offered by religious communities. In sum, the paper tries to show that education for tolerance will only be effective if it includes the religious dimension-in ways, however, that clearly support tolerant attitudes. The question of education for tolerance and of the role that religion should play in this respect, refers to a broad discussion that is related to different fields of study and various academic disciplines, including, among others, philosophy and theology, religious studies and political science, sociology and psychology as well as general education. Many critical questions are raised in this context. First of all, the understanding of tolerance itself appears to be in need of clarification. Generally speaking, there is consensus that tolerance has become more and more important given the increasing tensions experienced in many societies-just like with the present volume which considers the tension between radicalism and tolerance. The need for tolerance as a basis for peace seems to be growing and growing. Yet at the same time, there also are critical views of tolerance. In this perspective, the concept of tolerance is seen as insufficient especially for adequately expressing relationships based on mutuality and on positive appraisal of the other. This is why it is necessary to ask what understanding of tolerance is really suitable for education which brings us in dialogue especially with philosophy, theology and theories of education. Conceptual clarifications are not enough, however, to answer a second question which is of prime importance in the present context, i. e., the question if religion actually is a source of tolerance or rather an obstacle for tolerance. In this respect it becomes important to include empirical findings especially from psychology and sociology about if and how religion-and then also religious education-is or can be related to supporting tolerance. Does religion or religious education foster tolerance or does it possibly even hinder tolerance? Is it true that-as some people claim-" too much religion" makes people intolerant? Against the background of a discussion of such questions I will ask, at the end of this chapter, what can be done in religious education in order to actually support tolerance instead of opposing it. Readers should be aware that my perspective comes from German Protestant religious education as my field of special expertise. I have been interested in questions of education for tolerance for many years (Schweitzer, 2007a; 2007b). Moreover, I had the opportunity to cooperate on such questions with colleagues from systematic theology and from other disciplines beyond theology (Schweitzer & Schwobel, 2007), among others, in the context of education for peace (Schweitzer, 2007b).
