Kath Engebretson – författare

Genevieve hates cruises. All that lounging around quaffing cocktails and too much food. But Peter, her husband, bought this one for her after the worst year of her life, and she couldn't tell him she didn't want to go. They are both still traumatised from an unimaginable family tragedy, and each of them has gone into hiding behind small talk and silence. A cruise is also the last place Genevieve could imagine making a friend, but in Thomas, a morbidly obese man who inhabits a patch of shade on the deck, she meets someone she can talk to. She tells him her story. Thomas himself has an odd past. He is a refugee from the priesthood of an oppressive Catholic cult, an experience that poisoned the only relationship he cared about. In the gentle relationship a kind of healing takes place, until Peter drops a bombshell. By the end of the cruise, all their lives have changed. A story about strange and unexpected friendships, about the facades that people wear, and about what happens when they break. Most of all it is a story about how love manages to seep through the cracks.

This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value. The development of this Handbook rests on the f- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about sp- itual systems that reject violence and the individualistic pursuit of economic and political gain, and call their followers to compassion for every human being. It also seeks to lead students to an awareness that the followers of religions across the world need to be, and to grow in, dialogical relationships of respect and understa- ing. An essential aim of interreligious education is the promotion of understanding and engagement between people of different religions and, therefore, it has great potential to contribute to the common good of the global community. Interreligious education has grown from the interfaith movement, whose beg- ning is usually identi?ed with the World Parliament of Religions held in Chicago in 1893. This was the ?rst time in history that leaders of the eastern and we- ern religions had come together for dialogue, and to consider working together for global unity.

This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value. The development of this Handbook rests on the f- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about sp- itual systems that reject violence and the individualistic pursuit of economic and political gain, and call their followers to compassion for every human being. It also seeks to lead students to an awareness that the followers of religions across the world need to be, and to grow in, dialogical relationships of respect and understa- ing. An essential aim of interreligious education is the promotion of understanding and engagement between people of different religions and, therefore, it has great potential to contribute to the common good of the global community. Interreligious education has grown from the interfaith movement, whose beg- ning is usually identi?ed with the World Parliament of Religions held in Chicago in 1893. This was the ?rst time in history that leaders of the eastern and we- ern religions had come together for dialogue, and to consider working together for global unity.