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TEACHING ISLAMIC RELIGIOUS EDUCATION IN PLURALISTIC SETTINGS

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(1)

TEACHING ISLAMIC RELIGIOUS EDUCATION IN PLURALISTIC

SETTINGS

(2)

Is RE a/an…

Theological discipline

Educational discipline

(3)

RE as an educational

activity

(4)

Re as a theological activity

(5)

Worldview Framework Personal/Group Identity

Religious/Cultural Dimensions

Ultimate/Existential Questions

Epistemological/Ontological Categories

Universal/Particular Beliefs, Values & Principles

The Challenge:

A worldview approach to Islam

(6)

Valuable Resource for Religious Education Teachers

 Engaging the learner

Invites all to take an active role in determining their own beliefs & values.

Creates a dynamic approach to one’s beliefs & values:

Continuous process of questioning, understanding, reflection, articulation & new questions.

 A worldview approach:

Interdisciplinary & comprehensive.

Inclusive of all worldviews.

(7)

Conclusion

• I gnorance leads to stereotyping and violence

• E ducation models need to engage the learner

• R eligions/Islam are dynamic

• visions of life and ways of life.

• W orldview framework with Socratic approach resulted in

considerable growth among project members and students

• W orldview approach to Islam (or any religious or secular worldview)

is a valuable resource for religious educators/ teachers.

Referanslar

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