This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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History of Religions
History of the 3 Monotheistic religions (Judaism, Christianity and Islam) and of the main different Christianity confessions (Roman Catholicism, Eastern Catholicism and Eastern Orthodoxy, Anglicanism and Protestantism)
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Pedagogical Approaches
New pedagogical approaches to teach history of religion
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Role of Religions in Civilization
How to didactically promote among students of different confessions, the capacity of a critical analysis and understanding of the role played by religions in the history of mankind
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Interreligious Students’ Competences
Set of teaching contents, to be used by teachers to highlight and valorize the universal values of tolerance and universalisms that all Monotheistic religions and religious texts contain to promote and sustain mutual understanding among students
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Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.-
Introduction
A comparative review of the liturgical celebrations, ceremonies and dietary rules existing in the different religions.
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Celebrations
Description and comparative analysis of the celebrations of different religions and confessions
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Ceremonies
Description and comparative analysis of the ceremonies of different religions and confessions
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Dietary Rules
Description and comparative analysis of the dietary rules of different religions and confessions
Events
The Pathway through Religions project has been promoted trough conferences and articles.
Conferences
The Pathway through Religions project was presented in a number of events in order to report about the activities carried out and the results achieved
Press Review
The Pathway through Religions project partnership made contacts with web sites focusing on the fields of educationPartnership
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the Pathway through Religions project.
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Schools
From this section it is possible to access to the information about the schools involved in the Pathway through Religions Project in the European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the Pathway through Religions portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Map
Homepage > ReligiousSite Map > Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.
Back to the Religious Sites List
Church of St. John, Philadelphia (Alaşehir)
Soguksu Mahallesi, Ismet Pasa Cd., Alasehir, Turkey
WEB SITE N/A
RELIGIONS Catholic, Protestant, Orthodox
DESCRIPTION OF THE RELIGIOUS SITE
DESCRIPTION
The modern town of Alaşehir is situated on the highway between İzmir-Denizli and railway between İzmir-Afyon. lays over the earlier settlement leaving almost no trace for its rich past. There is no active church but the remains of a 6th century basilica dedicated to St. John the Theologian.
The modern town of Alaşehir lays over the earlier settlement leaving almost no trace for its rich past. There is no active church but the remains of a 6th century basilica dedicated to St. John the Theologian. Three of the six pillars supporting the roof are still standing. There are barely visible frescoes dated to 11th century on some pillars. Some architectural elements as well as marble sarcophagi and tombstones can be seen near the church.
HISTORICAL RELEVANCE
The town of Philadelphia is one of the Seven Churches mentioned in the book of Revelation of St. John (Revelation 3:7-13) and it is one of the two churches that St. John praised and not condemned.
In the Ottoman times, the city enjoyed prosperity due to textile business where especially population of Greek Orthodox and Muslims lived together.
The Greek occupation of western Anatolia that lasted about 3 years ended with the victory of Turkish forces and after the foundation of Republic of Turkey, there happened a population exchange between Greece and Turkey. Multi-ethnic and multi-religion society of the era of the empires turned into modern countries defined by ethnicities. Most of the time those ethnicities have organic ties with certain religions.
Today, there is no Christians living in Alaşehir (former Philadelphia) and it is hard to find traces of them due to fire destroying almost the whole city. Therefore the city offers only the remains of a medieval Church dedicated to St. John from Byzantine era.
INTER-RELIGIOUS RELEVANCE
The only relevance to speak of from inter-relevance point of view is that the existence of a medieval church being visited by especially Christian groups to commemorate the Seven Churches of the Revelation. Tourism has turned into one of the major means of communication and inter-action, local authorities have started paying special attention to certain places that may attract visitors.
RELIGIOUS INFLUENCE
In the absence of multi-religion society, there is no religious influence to speak of.
HOW TO USE WITH THE STUDENTS
The didactical relevance and the proposed way to use with the students:
- Direct visit
A direct visit, if possible, would be the best way for students to experience the atmosphere of the place.
- Virtual visit (specify how)
A PPT presentation prepared by the tutor enriched with visuals.
- Classroom activity (pre- and post- visit)
Pre-visit activity: Students should be asked to search for history of Philadelphia especially in early Christian era. They can also be asked to look for if there is any sanctuary of another faith in their region that was active before the predominant of the area they live in took over.
Post-visit activity:
- A discussion in the class if tourism helps on mutual understanding among different faiths.
- Direct visit
A direct visit, if possible, would be the best way for students to experience the atmosphere of the place.
- Virtual visit (specify how)
A PPT presentation prepared by the tutor enriched with visuals.
- Classroom activity (pre- and post- visit)
Pre-visit activity: Students should be asked to search for history of Philadelphia especially in early Christian era. They can also be asked to look for if there is any sanctuary of another faith in their region that was active before the predominant of the area they live in took over.
Post-visit activity:
- A discussion in the class if tourism helps on mutual understanding among different faiths.
REFERENCE TO THE GUIDELINE
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