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Islam and Citizenship Education
The scholarly contributors to this volume investigate various means to stimulate and facilitate reflection on new social relations while clarifying the contradictions between religious and social affiliation from different perspectives and experiences. They explore hindrances whose removal could enable Muslim children and youth to pursue equal participation in political and social life, and the ways that education could facilitate this process.
Improving Religious Education Through Teacher Training
This book brings together two topics which have both been of increasing interest in different countries. The first refers to the quality of Religious Education as a school subject (RE) in general, the second is about the education of teachers of RE and its possible contribution to better quality RE. There have been many public, and often controversial, debates concerning both of these topics. The chapters contained in this volume, however, are not meant to continue such debates (even if it is inevitable that they will contribute to these debates as well), but to make use of research, especially research on teacher education in the field of RE, in order to provide insights based not just on political or personal opinions, but on rigorous academic scholarship.
Pluralisation of Theologies at European Universities
This publication assumes that the modern context of plurality requires universities and higher education to support studying plural religious traditions in depth, giving due consideration to plural religious and secular perspectives, and providing opportunities for interaction between them. There are various ways to realise these aims. Success may be supported (or hindered) by various structures and concepts prevalent in universities or by different schools of thought on the nature of religions, on their relation to each other, and on their place in society. Religions and theologies can be studied in parallel, in cooperation, in dialogue, or through integrative approaches. The differing theoretical positions and contextual conditions (institutional, social, political) within which (inter)religious learning takes place are an important focus of this publication, both for the possibilities they open up and the limitations they pose. This publication builds on the presentations and discussions of scholars participating at a conference at the University of Hamburg in December 2018, with some additional contributions from others in the field who were unable to attend in person.
Mimetic Theory and Islam
This volume explores the 'Mimetic Theory' of the cultural theorist René Girard and its applicability to Islamic thought and tradition. Authors critically examine Girard's assertion about the connection between group formation, religion, and 'scapegoating' violence. These insights, Girard maintained, have their source in biblical revelation. Are there parallels in other faith traditions, especially Islam? To this end, Muslim scholars and scholars of Mimetic Theory have examined the hypothesis of an 'Abrahamic Revolution.' This is the claim that Judaism, Christianity, and Islam each share in a spiritual and ethical historical 'breakthrough:' a move away from scapegoating violence, and towards a sense of justice for the innocent victim.
Histoire, Société et études Islamiques Au 21e Siècle
Embrassant le défi de la compréhension de l'islam en contexte autour de l'altérité et des normes, l'ouvrage est original à trois égards. Tout d'abord, par son approche trans-historique, où passés et présents sont intimement inter-reliés, éclairant des phénomènes contemporains à travers leurs enracinement et genèse historiques et en mettant en évidence des phénomènes passés dans la perspective, voire la prospective, d'enjeux contemporains. Ensuite, par son approche trans-religieuse et trans-civilisationnelle (en l'occurrence islamo-chrétienne) dans plusieurs chapitres, pour aborder l'islam, dans ses rapports avec les minorités et en tant que minorité lui-même en contexte européen, et, de manière comparée, avec le christianisme: une approche permettant par « expérience-miroir » de contextualiser l'islam, souvent prisonnier de prismes essentialisants. Enfin, l'ouvrage apporte, dans une perspective pluri- et inter-disciplinaire, un état des lieux de l'apport des diverses disciplines qui l'embrassent, à la pointe des connaissances des sciences humaines et sociales de 21e siècle.
Religious Diversity, State, and Law
This volume provides a comprehensive overview of the various features and challenges of the relationships between peace, state, law, and education in their transnational and international context.
MISHI HALLALL (Albanisch)
Dieses Buch ist in albanischer Sprache verfasst. Të ushqyerit me ushqim hallall është kërkesë religjioze për myslimanët. Ky studim merret me pyetjen se si në saje të zhvillimeve moderne mund të definohet mishi hallall ose haram. Ndër tezat e përhapura deri sot janë ato që thonë se metodat e trullosjes së kafshëve që përdoren para therjes së tyre realisht janë maltretim dhe mbytje e kafshëve; se personat që therin kafshët nuk thonë „bismillah“ dhe nuk i takojnë asnjë feje dhe së këndejmi nuk lejohet të hahet mishi nga ato kafshë përveç nëse në paketimin e tyre sheh vulën „hallall“. Pas paraqitjes së rregullave të jurisprudencës islame, standardeve që përdorin institucionet që japin vulën e hallallit dhe rrethanave faktike në shtetin e Austrisë, për sa i përket mirëmbajtjes dhe therjes së kafshëve, studimi vjen në konkluzat se...
Religious Diversity at School
This volume features chapters by international experts in education, sociology, and theology who consider a range of challenges faced by educators in primary and secondary schools that are becoming increasingly diverse in terms of the ethnic and religious backgrounds of pupils. From the non-religious, to the refugee, to student fundamentalism and even radicalization—these multiple, fresh approaches analyze the dynamics of the changing pedagogical landscape in an age of ever increasing globalization and cultural plurality. Today’s classrooms are often the most crucial spaces where children and adolescents encounter new cultural, religious, and other worldviews. Increasingly, teachers are ...
Pluralität durchleben
Religionen- und konfessionenübergreifende Zusammenarbeit (RuKüZa) findet seit Jahren in unterschiedlichen Formen an Tiroler Schulen der Sekundarstufe II statt. AkteurInnen evaluieren, adaptieren und entwickeln dabei die RuKüZa laufend weiter. Diese Studie bietet einen Einblick in Grundsätzliches, in die Dynamik dieser Zusammenarbeit und in Muster, welche sich auch über dieses regionale Beispiel Westösterreichs hinaus an anderen Orten und in anderen Kontexten abspielen. Konkret fokussiert sich diese Studie auf die qualitativ-empirische Analyse der Sichtweisen von Schulleitungen sowie christlichen und muslimischen Religionslehrpersonen. Durch die Verschränkung der Schulleitungsperspektive mit der Lehrpersonenperspektive zeigen sich unterschiedliche Herausforderungen, Chancen und Grenzen auf systemischer, inhaltlicher und individueller Ebene. Gleichzeitig wird deutlich, dass die RuKüZa Teil einer zukunftsfähigen religiösen Bildung ist, die interreligiöse, inklusionsorientierte sowie migrations- und pluralitätssensible Dimensionen in sich schließt.
