Islamic Theological and Pedagogical Approaches to Religious Education

J.-Prof. Dr. phil. Ulvi Karagedik M.A.; Dr. Senol Yağdı; Dr. Ibrahim Kocyigit M.A.

doi:10.5771/9783748946588

Summary

The publication examines the interrelationship between Islamic theological research and Islamic religious education. Both theory without practical relevance and practice without theological insights remain incomplete. To develop contemporary religious education and viable models in a pluralistic society, reflected and contextualised approaches are needed. The aim is to rethink traditional patterns of interpretation and to use theological research for the development of new pedagogical theories. Experts from various disciplines, including Islamic and Christian theology as well as interreligious hermeneutics, have enriched this publication and offer discourses on current research fields that are rich in perspectives.
With contributions by Aysel Asligül | Alija Avdukic | Bernd Ridwan Bauknecht | Bego Hasanovic | Serkan Ince | Cem Kara | Ulvi Karagedik | Betül Karakoc | David Koch | Stephan Kokew | Osman Kösen | Tamara Nili-Freudenschuss | Kamil Öktem | Alexandra Schramm | Margit Stein | Senol Yagdı | Veronika Zimmer

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Bibliographic data

Copyright year: 2025
ISBN-Print: 978-3-7560-1005-9
ISBN-Online: 978-3-7489-4658-8
Publisher: Nomos, Baden-Baden
Series: Neue Perspektiven in der Islamischen Theologie und Religionspädagogik
Volume: 1
Language: English
Pages: 414
Product type: Edited Book

1. Foreword No access
1. Tamara Nili-Freudenschuß
  1. 1. 1. Introduction No access
    2. 2. The Model of Islamic Religious Education in Austria No access
    3. 3. Models of Islamic Religious Education in Germany No access
    4. 4. Establishment of Islamic Religious Education in Switzerland No access
    5. 5. Empirical Insights on Islamic Religious Education No access
    6. 6. Conclusion No access
2. Şenol Yağdı
  1. 1. 1. Introduction No access
    2. 1. 2.1 Framework Conditions for Contemporary Religious Education No access
      2. 2.2 Relationship between Islamic Theology and Religious Education No access
      3. 2.3 The Concept of Correlation No access
    3. 3. Excursus: Mosque Education and Islamic Religious Education – Differences and Challenges No access
    4. 1. 4.1 Islamic Theology and Religious Education in the Curricula of Two Austrian Universities No access
    5. 5. Conclusion No access
3. Asligül Aysel
  1. 1. 1. Development and Challenges in Islamic Religious Education – An Overview and Outlook into the Research Landscape No access
    2. 1. 2.1 Context of the Study No access
      2. 2.2.1 The Methodology according to Rosenthal No access
        2.2.2 From Individual Cases to Family Biography and Generational Typologies No access
    3. 1. 3.1 The Significance of Education in Turkish Migrant Families in Germany No access
      2. 3.2 The Interpretation of Discrimination Experiences in the Context of Migrant Lifeworlds No access
      3. 3.3 Family Cohesion through the feda-vefa Concept: Sacrifice and Loyalty in Turkish Migrant Families No access
    4. 4. Migration and Religious Pedagogy: An Attempt at a Sensitive Approach to Migration Pedagogy for Islamic Theology and Islamic Religious Pedagogy No access
    5. 5. Conclusion No access
1. Bernd Ridwan Bauknecht
  1. 1. Introduction: Why? No access
  2. 2. Remembering No access
  3. 3. The Qurʾan: The Wise Reminder No access
  4. 4. Elementary Remembering No access
  5. 5. Implementation: Possibilities in the Classroom No access
  6. 1. 6.1 Paying Attention to the Social (Remember) and Psychosocial (Remembrance) Levels No access
    2. 6.2 Paying Attention to Traditional Methodologies and Scientific Findings No access
    3. 6.3 Pedagogy as a Key No access
    4. 6.4 The Unavailability of the Qurʾan No access
2. Ibrahim Aslandur
  1. 1. Opening Remarks No access
  2. 2. The Formative Power of Qurʾanic Revelation on Human Consciousness (al-qalb and al-fuʾād) No access
  3. 3. Al-ḥikma as a Qurʾanic Educational Goal No access
  4. 4. Al-ʿibra as Learning Outcomes No access
  5. 5. Commencing with the Qurʾanʼs Five Major Themes: Employing a Deductive Approach No access
  6. 6. The Principle (ʿibra)-Oriented Approach to the Qurʾan No access
  7. 7. Schematic Template for Promoting Principle-Oriented Understanding in Qurʾanic Education No access
  8. 8. Conclusion No access
3. Bego Hasanovic, Alija Avdukic
  1. 1. Introduction No access
  2. 2. The Perception of the Role Model through the History No access
  3. 3. The Function of the Role Model in the Social Learning Theory of Albert Bandura and its Implications for the Qurʾanic Narratives No access
  4. 4. Role Models in Qurʾanic Narratives No access
  5. 5. Ibrāhīm as Qurʾanic Role Model – A Case Study No access
  6. 6. Conclusion: Implications for Islamic Education No access
4. Ulvi Karagedik
  1. 1. 1. Introduction No access
    2. 2. Questions and Starting Points No access
    3. 3. Pedagogical Significance of the Hermeneutic Circle No access
    4. 4. Determining the Relationship between (the Context of) the Traditions and the Addressees No access
    5. 1. 5.1 Interest and Responsiveness No access
      2. 5.2.1 The Problem of Reception No access
        5.2.2 Apparent Wording of a Tradition and Prejudices No access
        5.2.3 The Claim and Significance of a Tradition No access
        5.2.4 Correlations with Other, Thematically Relevant Content of the Islamic Primary Sources (Qurʾan, Sunna, and Sīra) No access
      3. 5.3 History of Impact, Diversity, Merging of Horizons, and Reference to Current Muslim Realities of Life No access
    6. 6. Pedagogical Implications of a Specific Analysis of Two Traditions on the Subject of Apostasy No access
    7. 7. Conclusion No access
5. Osman Kösen
  1. 1. 1. Introduction No access
    2. 2. The Development of Moral Consciousness in Children and Adolescents No access
    3. 3. Islam, Muslim Youth, and the Search and Construction of an Identity in the West No access
    4. 4 . Ḥalāl and ḥarām in the Islamic Scholarly Tradition No access
    5. 5. Ḥalāl and ḥarām and the Internet – Amateur Preachers and Their Impact on Muslim Youthʼs Religious Education No access
    6. 6. Possibilities of Engagement in Islamic Religious Education No access
    7. 7. Conclusion No access
6. Serkan Ince
  1. 1. Introduction No access
  2. 2. Classical Kalām No access
  3. 3. New Kalām No access
  4. 4. Didactic Problems and Aims No access
  5. 5. Modern Approaches to Argumentation Theory No access
  6. 6. The Epistemological Theory of Argumentation No access
  7. 7. Outlook No access
7. Kamil Öktem
  1. 1. 1. Introduction No access
    2. 2. Being qua Being and the Knowledge of God: Ar-Rāzī in Investigation of Reality (ḥaqīqa) No access
    3. 3. Transcendence Beyond Certainty (yaqīn) in Islamic Religious Education? Ar-Rāzīʼs Epistemological Skepticism as an Opportunity for Ambiguity No access
    4. 4. Ar-Rāzīʼs Alternative Epistemology in the Maṭālib: Synthesizing Rationality and Spirituality to Overcome Skepticism No access
    5. 5. The Knowledge of God in Relation to the Attributes of God (ṣifāt Allāh) despite Epistemological Limitation No access
    6. 6. Conclusion No access
8. Ibrahim Koçyiğit
  1. 1. 1. Introduction No access
    2. 2. The Plurality of Religions and Its Challenges No access
    3. 1. 3.1 Positive Pluralism No access
      2. 3.2 Negative Pluralism No access
    4. 4. Relativism as a Methodological Challenge in Pluralistic Discourse No access
    5. 1. 5.1 Sayyid Quṭb No access
      2. 5.2 Süleyman Ateş No access
    6. 6. Religious-pedagogical Implications for a Pluralism-sensitive Religious Education No access
    7. 7. Conclusion No access
1. Stephan Kokew
  1. 1. Introduction No access
  2. 2. Tolerance as ›Endurance‹ No access
  3. 3. The Case of ḏimma No access
  4. 4. Terms and Meanings in Islamic Tradition No access
  5. 5. Conclusion and Practical Relevance No access
2. Alexandra Schramm, Margit Stein, Veronika Zimmer
  1. 1. Introduction: Increase in Religious and Cultural Diversity No access
  2. 1. 2.1 Interculturality and Interreligiosity No access
    2. 2.2 Concepts of Intercultural and Interreligious Understanding No access
    3. 2.3 The Importance of Democratic Values for Interreligious and Intercultural Learning No access
  3. 3. State of Research: The Role of Interreligiosity and Interculturality for the Teaching Profession and Social Work No access
  4. 4. Research Desideratum and Research Questions No access
  5. 1. 5.1 Sample No access
    2. 5.2 Data Acquisition and Data Analysis No access
  6. 1. 6.1 Study Content and Perception of Preparation for Working Life No access
    2. 6.2 Relevant Values for a Democratic Attitude? No access
    3. 6.3 Attribution of Meaning of Interreligiosity and Interculturality No access
    4. 6.4 Summary of Results No access
  7. 7. Model of Interreligious and Intercultural Understanding for Studying and Working Life No access
  8. 8. Conclusion No access
3. Cem Kara
  1. 1. 1. Introduction No access
    2. 2. Hacı Bektaş Veli and the Vilāyetnāme No access
    3. 3. The Vilāyetnāme in Contemporary Alevi Religious Education in Germany and Austria No access
    4. 1. 4.1 Religious Education in the Vilāyetnāme: Mimetic and Experience-Based Learning No access
      2. 4.2.1 Interpretive Competence: The ẓāhir-baṭīn-Hermeneutic No access
        4.2.2 Nurturing Diversity: Gender Equality, Ambiguity Tolerance, and Interreligious Competence No access
        4.2.3 Judgement Competence: Historical Contextualization and Critical Reflection No access
    5. 5. Conclusion No access
1. David Fastlabend
  1. 1. 1. Introduction No access
    2. 2. Why Critical Masculinity Research in Theology? No access
    3. 1. 3.1 Images of Men and Men’s Work in the Christian Churches No access
      2. 3.2 Images of Masculinity in the New Testament No access
    4. 4. Masculinity Studies in the Field of Religious Didactics No access
    5. 5. Starting Points for Islamic Theology No access
    6. 6. Conclusion No access
2. Betül Karakoç-Kafkas
  1. 1. Introduction No access
  2. 2. Gender in Islamic Theology No access
  3. 1. 3.1 Gender and Mosques No access
    2. 3.2 Gender and Islamic Religious Education in Schools No access
  4. 4. Gender in Islamic Religious Education: Biologically or Socially Constructed? No access
  5. 5. Ethnomethodological Constructivism and Doing Gender No access
  6. 6. Potential of Ethnomethodological Approaches for Islamic Religious Education Research No access
  7. 1. 7.1 Reconstruction and Deconstruction of Teaching Materials No access
    2. 7.2 Reconstruction and Deconstruction of Interviews No access
    3. 7.3 Reconstruction and Deconstruction in the Light of Hermeneutic Principles of Interpretation No access
  8. 8. (Religious Pedagogical) Challenges and Prospects No access
3. Alexandra Schramm, Margit Stein, Veronika Zimmer
  1. 1. 1. Introduction No access
    2. 1. 2.1 Competences for the Reflective Practice of Religion No access
      2. 2.2 Models of Competence in Theory and Practice No access
      3. 2.3 Areas of Reflection No access
    3. 3. State of Research on Spaces and Opportunities for Reflective Religious Practice to Counter Islamist Radicalization No access
    4. 1. 4.1 The Project No access
      2. 4.2 Sample No access
      3. 4.3 Methodology No access
    5. 1. 5.1 Lack of Reflection Due to Lack of Knowledge No access
      2. 5.2 Lack of Spaces and Opportunities for Reflection No access
    6. 6. Model of Reflexive (Religious) Education No access
    7. 7. Conclusion No access