Mixture of Religion, Politics and Economy in the Public Sphere
21989, verse 39, section 2 affirms that “religious education is the conscious effort to prepare student learner in believing, understanding,
contemplating and practicing the teachings of religion through activities of mentoring, teaching and or training with attention to respect other
religions regarding interreligious harmony in the society in order to realize national unity.” Subsequently, UUSPN No. 202003, Chapter V,
verse 12, section 1a mentions that “Every student learner in an education unit reserve the right to religious education in accordance to
the religion adhered and it is taught by an educator of the same religion”.
Regarding religious education in higher education, it is stated in Chapter III, verse 9 sub b Law No. 221961 on Higher Education as
follows: “In Public Higher Education, Religious Education is given as a subject matter with the understanding that students have the right not to
partake in by stating their reservations”. Consequently, MPRS Decree XXVIIMPRS1966 Chapter I, Verse 1 states: “Establishing religious
education to be a subject matter in public schools from Elementary up to University level.”
The regulations above explain the importance of religious education in elementary, intermediate, and higher education. In this writing, the
theme on ethics of interreligious interaction in higher education is approach from three aspects, namely: 1 philosophical and theoretical
aspects which are the basis of interreligious relations that needs to be introduced to university students, 2 educator lecturer aspect in regards
to university students with various religious backgrounds, and 3 education institution aspect in regards to the execution of multi-religious
education. Several personal experiences as a university lecturer will be given as illustrations.