Reflections on Interfaith Relations: A Decade After My Time as Allianz Visiting Professor at LMU

In the fall of 2013, I arrived in Germany as the Allianz Visiting Professor for Islamic Studies at the Ludwig Maximilian University of Munich (LMU), a role that marked a significant milestone in my academic career. This position, endowed by Allianz AG, was part of a continuing guest professorship for Jewish and Islamic Studies, aimed at bringing internationally renowned scholars to Munich to foster intercultural and inter-religious understanding. (Allianz Gastprofessur | Freunde islamischer Kunst)

A Journey of Cultural Exchange

As a specialist in the history of interfaith relations and Islamic and Middle Eastern history, I brought a unique perspective to my role, bridging cultures and challenging preconceptions. My tenure was specifically designed to promote greater awareness not only about Islam but also about the intertwined worlds of Muslims, Jews, and Christians, and to foster dialogue between these traditions through giving public lectures. Notably, I was the only holder of the Allianz chair that worked on Muslim-Jewish-Christian relations, bringing a distinctive focus to the position.

The Allianz Visiting Professorship for Islamic and Jewish Studies at LMU Munich was established in response to the terrorist attacks of September 11, 2001 in New York and Washington, with the first appointment made in the summer of 2003. The goal of this endowed professorship was to promote dialogue between cultures and strengthen understanding of Islamic and Jewish culture. The decisive motive for initiating this engagement was the conviction that many current international conflicts are exacerbated by a lack of understanding of cultural differences.

Academic Engagements

During my time at LMU, I led a graduate seminar and a reading course in Arabic texts in the institute for the Nar and Middle East. The graduate seminar was divided into two semesters: the fall term focused on Middle Eastern pilgrimage in Judaism, Christianity, and Islam, highlighting the shared notions of the sacred and the unique aspects of each tradition. In the spring, we delved into contemporary narratives, reading autobiographical works and memoirs of Arab Muslims, Jews, and Christians. This approach provided students with intimate insights into the lived experiences of individuals from diverse backgrounds, fostering a more profound understanding of the intricate relations that existed between different faith communities in the Middle East.

The Arab texts reading course was designed to enhance students’ proficiency in reading and analyzing Arabic texts. My students, who were from diverse backgrounds including Germans, a Syrian Christian, a Moroccan, an Egyptian, a German Karaite, an Italian, and an Iranian student, engaged in a comprehensive study of Arabic literature. The course helped them develop a deeper understanding of the language and its cultural context, enabling them to analyze and interpret various Arabic texts effectively.

Inaugural Lecture

In December 2013, I delivered my inaugural lecture as the Allianz Visiting Professor, focusing on the theme of “the Sacred and the Secular.” This lecture was briefly introduced by LMU President Prof. Bernd Huber and was well-received by attendees of all faiths, including representatives of the friends of Islamic Art and Culture, who were our official hosts, and the Jewish Friends, underscoring the potential for academic discourse to bridge divides. However, an encounter following the lecture, where an elderly gentleman proclaimed that Jerusalem did not “belong” to Muslims and Christians, served as a reminder of the ongoing challenges in addressing sensitive topics and the importance of clear, respectful communication.

Reflections on Interfaith Relations

The recent attack in Magdeburg by a radicalized atheist psychiatrist, who was a former Muslim and had become aligned with right-wing extremists, serves as a sobering reminder of the ongoing challenges in fostering interfaith understanding. This incident underscores the complex interplay between personal insecurities, societal pressures, and the potential for radicalization. The attacker’s reported insecurity in his identity, compounded by his transition from being a Muslim to an atheist, highlights the vulnerability that can lead individuals to extremist ideologies.

In addressing these challenges, it’s valuable to consider the work of scholars like john a. powell and Rachelle Galloway-Popotas, whose recent book The Power of Bridging offers important insights. Powell and Galloway-Popotas argue that the core problem of the 21st century is othering, which they define as “the process of denying an individual or group full respect and dignity that would accord them all the rights and claims we enjoy.” They emphasize that othering is not just about individual bias but requires social structures and stories to become durable.

Powell and Galloway-Popotas propose bridging as both “a practice and a position” that involves staying open to recognizing the humanity in all people. They also advocate for belonging as having “what is necessary to cocreate and participate in making the world one lives in.” These ideas resonate deeply with efforts to foster interfaith dialogue by creating spaces where people can engage across lines of difference with empathy.

The Role of Education in Combating Extremism

My experiences as a visiting professor in Germany highlight the crucial role that education plays in promoting interfaith dialogue and understanding. By exposing students to diverse perspectives and encouraging critical thinking, we can help build resilience against extremist ideologies.

Key Takeaways

1. Comparative historical and religious studies can foster more comprehensive understanding of interfaith dynamics and create meaningful interfaces between religion and public life.

2. Personal narratives and memoirs humanize “the other” and challenge stereotypes.

3. Academic discourse can provide a platform for constructive dialogue on sensitive topics.

4. Cultural immersion experiences for educators and students alike can break down barriers.

As Diana Eck so eloquently explains: “Pluralism is not diversity alone but the energetic engagement with diversity. Pluralism is not just tolerance but the active seeking of understanding across lines of difference.” This vision aligns closely with efforts to build bridges across religious divides through education.

The Vision of Interfaith Dialogue

The Allianz endowment represented a bold vision for interfaith dialogue and cultural understanding. Although its endowment ceased, its mission remains more relevant than ever today. Germany—and other nations—stand to benefit significantly from reviving such initiatives by:

Enhancing educational programs that include more comprehensive historical and religious studies.

Engaging inter-religious councils that foster collaboration among faith communities.

Promoting university programs that encourage openness and the free exchange of ideas among faculty and students from diverse backgrounds.

As we confront extremism globally today—whether through acts like those seen in Magdeburg or broader geopolitical tensions—the need for interfaith understanding and cooperation remains urgent. By fostering environments where diverse voices are respected rather than dismissed as “other,” we can work toward societies where pluralism thrives.

Reflecting on my time at LMU ten years ago reminds me how perseverance is essential when promoting harmony across religious divides. Through education rooted in empathy alongside shared experiences across cultures or beliefs lies hope for building inclusive societies that value pluralism while celebrating differences rather than fearing them.