The meanings and possible implications of critical Islamic religious education
The teaching of Islam in Western and non-Western societies may be located along a continuum from critical to non-critical paradigms. Islamic religious education is dominated by the non-critical paradigm and a devotional discourse of religious education. This is true in both Islamic and non-Islamic c...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
2021
|
| In: |
British Journal of religious education
Year: 2021, Volume: 43, Issue: 2, Pages: 206-217 |
| Standardized Subjects / Keyword chains: | B
Islamic religious instruction
/ Religious pluralism
/ Religious pedagogy
/ Kritische Didaktik
|
| RelBib Classification: | AH Religious education AX Inter-religious relations BJ Islam |
| Further subjects: | B
liberal Islam
B critical religious education B Islamic Education B Islamisation of knowledge |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a The teaching of Islam in Western and non-Western societies may be located along a continuum from critical to non-critical paradigms. Islamic religious education is dominated by the non-critical paradigm and a devotional discourse of religious education. This is true in both Islamic and non-Islamic countries and is relevant to the teaching of both the spiritual and moral messages of Islam. The current essay is motivated by the ‘inadequate theoretical reflections on the meaning of education, which gravely hinder the task of thinking about Islam educationally and education Islamically’. The first section reviews the tenets of Islamic religious education from a conservative and devotional perspective. In the second and third sections, the authors address the major shortcomings of this approach and its theory of Islamisation. In the final section, the authors propose a rationale for an alternative paradigm of critical Islamic religious education – which is rarely discussed in the literature – and for its appropriateness for living in modern, democratic, multi-faith societies. | ||
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| STB | 0 | 0 | |a Enseignement religieux islamique,Pluralisme religieux,Pédagogie des religions |
| STC | 0 | 0 | |a Enseñanza religiosa islámica,Pedagogía de la religión,Pluralismo religioso |
| STD | 0 | 0 | |a Insegnamento della religione islamica,Pedagogia della religione,Pluralismo religioso |
| STE | 0 | 0 | |a 伊斯兰宗教课程,宗教多元主义,宗教多元论,宗教教育 |
| STF | 0 | 0 | |a 伊斯蘭宗教課程,宗教多元主義,宗教多元論,宗教教育 |
| STG | 0 | 0 | |a Ensino religioso islâmico,Pedagogia da religião,Pluralismo religioso |
| STH | 0 | 0 | |a Педагогика религии,Преподавание исламской религии,Религиозный плюрализм |
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