The Hikmah Model as a Means for Interconvictional Dialogue and Citizenship Education in Francophone (Belgian) Secondary Education

Autor/in	Lafrarchi, Naïma
Titel	The Hikmah Model as a Means for Interconvictional Dialogue and Citizenship Education in Francophone (Belgian) Secondary Education
Quelle	In: Religious Education, 118 (2023) 1, S.4-23 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lafrarchi, Naïma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2022.2135265
Schlagwörter	Dialogs (Language); Citizenship Education; French; Religious Education; Secondary School Students; Foreign Countries; Islam; Muslims; Models; Teaching Methods; Educational Philosophy; Student Diversity; Belgium + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Französisch; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Sekundarschüler; Ausland; Muslim; Muslimin; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Belgien
Abstract	Much attention has been given to interreligious dialogue in recent decades. However, less attention has been devoted to models that support citizenship through Islamic religious education in secondary education. Based on Lipman's Philosophy for Children, Hashim developed the Hikmah model. This model contributes to cognitive, social, and affective skills of Muslim pupils. A theoretical framework regarding interreligious education and the Hikmah model exploring the didactic opportunities is given. The explorative qualitative research aims to explore the potential of the Hikmah model for Islamic religious education (IRE) in Francophone secondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01