Intercultural education does not merely transmit knowledge about others; it aims to bring about a profound transformation in attitudes, representations, and behaviors. This transformative dimension is particularly crucial in post-conflict contexts or situations of inter-community tensions. The school thus becomes a laboratory for coexistence where
However, this promotion remains
The “Declaration of the Abraham Accords” promotes interreligious and intercultural dialogue between the three Abrahamic religions and all of humanity, proclaiming freedom of religion. However, this promotion remains purely rhetorical, lacking concrete educational mechanisms and structured pedagogical programs. This contradiction between stated
where Jews and Muslims shared
history, such as Jewish-Islamic coexistence in Morocco, where Jews and Muslims shared holidays like Mimouna. The absence of such initiatives deprives the agreements of a key tool for transforming mindsets. The Abraham Accords do not mention initiatives to promote cultural exchanges, such as festivals, exhibitions, or joint art projects, which could
cultural and interfaith exchanges
the Abraham Accords do not provide for any permanent structure dedicated to educational, cultural and interfaith exchanges. This institutional gap reveals that cultural and spiritual dimensions are perceived as secondary to security and economic issues. The absence of bodies specializing in interfaith dialogue reflects a purely utilitarian concepti
The Startling Lack of Cultural
The Startling Lack of Cultural and Interfaith Components in the Abraham Accords: Between Symbolic Rhetoric and Substantial Emptiness Paradoxically named after the patriarch common to the three monotheistic religions, the Abraham Accords reveal a striking contrast between their religious symbolism and their actual content. Despite their evocative na