An Analyzing of Compulsory and Elective
Religious Education Courses
Key Questions
• Which model has been adapted in Turkey for «Religious Culture and Ethics Course»? Why?
• Does it have any part that can be describe learning about
religion, from etc.?
The model in RCE is expressed as “religious education model above denominations”
•
«The reason that the course is then called RCE is that in accord with the Constitution it aimed at embracing all the religious elements and entities in the country without clashing with the principle of a secular state, and that, rather than centering around just a given denomination, it was based on the basic core values of Islam, and thus contributing to students’ consciousness in religious fields. In contrast, forcing students to observe any given religious practice would also have clashed with the secularity principle. (See Ilkogretim Din Kulturu ve Ahlak Bilgisi Dersi (4, 5, 6, 7 VE 8. Siniflar) Ogretim Programi ve Kilavuzu. Ankara (2010). http://ttkb.meb.gov.tr/www/ogretim-materyalleri/kategori/25 ). »According to Curriculum, this issue is adressed as follows:
• «While developing the programme for the RCE course for Primary Schools, we opt for including information about Islam, and other religions as well, based on
scientific research, while refraining from contentious information not found in the authentic religious resources. In the information about Islam, we adopt an approach focusing on Qur’an and Sunnah, with an integrated stance away from a given
denomination, embracing religious formations relevant to Islam, thus emphasizing profound values. These values relating to belief, practice and ethics have been
carefully chosen to serve as a common ground for Quran and Sunnah. The objective here is enabling individuals to be truly informed about religious, cultural and ethical values. All the religious and moral values harmonious with this approach have
become a part of the syllabus, yet we have deliberately avoided transforming
learning into a doctrine oriented (denominational) education. (Kizilabdullah, 2014).»
• In this respect, as well as following the principle of ‘not based on any denominational approach’, the RE provision in Turkey can also be said to have adopted the learning style ‘from religion’ and aimed at contributing to the
religious understanding of students. On the other hand, by giving academically reliable information about other
religions, it can be said that it also embodies the model of
‘learning about religion’ (Kizilabdullah& Yuruk, 2010).
Curriculum asks that «how we teach?»
• «Respect» is the main response for the curriculum of RE.
• Roots are, respect for human being, respect for thinking, respect for freedom, respect for ethical one, respect for cultural heritage.
• The outputs are critical mind, the combination of faith and reason, the ability of self-thinking, the ability of choosing, the
exploring the meaning of the life. (See Ilkogretim Din Kulturu ve Ahlak Bilgisi Dersi (4, 5, 6, 7 VE 8. Siniflar) Ogretim Programi ve Kilavuzu. Ankara (2010). http://ttkb.meb.gov.tr/www/ogretim-
materyalleri/kategori/25 ).
Curriculum has six learning domain:
• Faith
• Worship
• Prophet Mohammad
• Koran and its comment
• Ethics
• Religion and culture
Grades Faith Worship Prophet Mohammad
Koran and its comment
Ethics Religion and Culture
4th What do I Know
about religion and ethics?
Let’s Be Clean Let’s know prophet Mohammad
Let’s Know the Koran
Love, friendship and brotherhood
Family and religion
5th Believe in God To enlightenment
about worship P. Mohammed and
his family life Basic educational principles of the Koran
Let’s share our happiness and sorrow
We love our home land and nation
6th Believe in the
prophets and holy books
Pray the last prophet:
Mohammad The main topics of
the Koran Some behaviors that
Islam Prohibited İslam and the Turks
7th Believe in Angels
and the last day Fast Prophet Mohammad
as human being and the prophet
Comments in
Islamic thought Religion and social
ethics Our culture and the religion
8th Fate and destiny Zakah, Hajj and
sacrifice Model behaviors from the life of P.
Mohammad
Knowledge and
reason in the Koran Bad habits according
to Islam Religion and their universal advices
There are three elective course for religious education:
• Basic knowledge of Islam
• Koran
• The life of Prophet Mohammad
Cited Resources
• Kizilabdullah, S. & Kizilabdullah, Y. (2016). Global Perspectives: Turkey. Religion and Nationhood Insider and outsider perspectives on Religious Education in England. Ed by Brian Gates, Moher Siebeck Tubingen.
• Ilkogretim Din Kulturu ve Ahlak Bilgisi Dersi (4, 5, 6, 7 VE 8. Siniflar) Ogretim Programi ve Kilavuzu. Ankara (2010). http://
ttkb.meb.gov.tr/www/ogretim-materyalleri/kategori/25
• Bilgin, B. (2004). ‘1980 Sonrası Türkiye’de Din Kültürü ve Ahlak Bilgisi Dersinin Zorunlu Olusu ve Program Anlayislari’, in Din Ogretiminde Yeni Yontem Arayislari Uluslararasi Sempozyum (2001). Ankara, pp. 671–94.
• Kizilabdullah, Y. & Yuruk, T. (2010). Din Egitimi Modelleri Cercevesinde Turkiye’deki Din Egitimi Uzerine Genel Bir Degerlendirme’, in Dini Arastırmalar Dergisi, 11, pp. 101–
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