ABSTRACT

Since its establishment, Islamic religious pedagogy at German-speaking universities has primarily faced basic questions like: What kind of methodological and didactic approaches can be employed in Islamic Religious Education (IRE) and how should the structural framework be designed? Analyses concerning these questions are often drafted via top-down approaches, which neither hypothesise from practice nor consider the perspectives of Muslim populations and parents. This paper gives a hearing to those voices from a practice-theoretical research perspective, which is built upon an evidence-based empirical analysis of everyday practical realities. The study of these realities was conducted in Austria, where IRE has been taught within the public education system nationwide since 1982/1983. This article evaluates the importance Muslim parents assign to religious questions among different concepts of education, and also deals with the question of which pedagogical approach they favour. Furthermore, the paper analyses the parents’ position concerning religious formation in mosques and schools, and points out their related expectations, aspirations and worries. Consequently, the paper breaks new ground by profoundly illuminating the realms of experience of Muslim students and by providing the basis for pupils to be systematically taken into account in religious pedagogical and religious didactic approaches.

摘要

德语大学的伊斯兰宗教教育学自成立以来，主要面临的基本问题是：伊斯兰宗教教育（IRE）可以采用什么样的方法论和教学方法，结构框架应该如何设计？关于这些问题的分析通常是通过自上而下的方法起草的，既不从实践中假设也不考虑穆斯林人口和父母的观点。本文从实践理论研究的角度听取了这些声音，该研究建立在对日常实践现实的循证实证分析之上。对这些现实的研究是在奥地利进行的，自 1982/1983 年以来，IRE 一直在全国的公共教育系统中教授。本文评估了穆斯林父母在不同教育概念中对宗教问题的重视程度，并探讨了他们偏爱哪种教学方法的问题。此外，本文分析了家长对清真寺和学校宗教形成的立场，并指出了他们的相关期望、愿望和担忧。因此，本文开辟了新天地，深刻阐明了穆斯林学生的经验领域，并为学生在宗教教学和宗教教学方法中系统地考虑提供了基础。本文分析了家长对清真寺和学校宗教形成的立场，并指出了他们的相关期望、愿望和担忧。因此，本文开辟了新天地，深刻阐明了穆斯林学生的经验领域，并为学生在宗教教学和宗教教学方法中系统地考虑提供了基础。本文分析了家长对清真寺和学校宗教形成的立场，并指出了他们的相关期望、愿望和担忧。因此，本文开辟了新天地，深刻阐明了穆斯林学生的经验领域，并为学生在宗教教学和宗教教学方法中系统地考虑提供了基础。