Religious Literacy Education in the Post-Religious Era: Harmonizing Invisible Religion and Digital Religion

ABSTRACT

[Objective] This study reconceptualizes religious literacy to encompass invisible religion and digital religion, around which Korea’s religious landscape is being reorganized amid a non-religious majority, addressing existing discourse’s implicit presupposition of institutional religion. [Contents] First, invisible religion and digital religion, though emerging via different paths amid secularization and technological change, prove structurally linked and mutually amplifying. Second, discourse remains confined to institutional religion; retaining the knowledge-empathy-practice framework, this study extends its scope to both phenomena to aid conflict prevention and social integration. Third, it operationalizes this through case-based content, digital-literacy-linked teaching methods, and institutionalized general education with textbook development, while also proposing a secondary-university sequencing scheme. [Conclusions] This reconstruction offers a common language for religious and non-religious citizens to understand one another, requiring institutionalization as a neutral subject, digital textbooks and case databases, and instructors trained in religious studies and digital literacy, sustainable only through cooperation among academia, religious bodies, and government.