Empirical Research: Challenges and Impulses for Islamic Religious Education

Autor/in	Ulfat, Fahimah
Titel	Empirical Research: Challenges and Impulses for Islamic Religious Education
Quelle	In: British Journal of Religious Education, 42 (2020) 4, S.415-423 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulfat, Fahimah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2020.1711513
Schlagwörter	Islam; Religious Education; Muslims; Teaching Methods; Cross Cultural Studies; Foreign Countries; Social Change; Theological Education; Educational Quality; Religious Factors; Educational Change; Elementary Secondary Education; Moral Values; Spiritual Development; Germany; Austria + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Muslim; Muslimin; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural comparison; Kulturvergleich; Ausland; Sozialer Wandel; Quality of education; Bildungsqualität; Bildungsreform; Moral value; Ethischer Wert; Deutschland; Österreich
Abstract	The following article describes how empirical research can give new impulses to Islamic religious education. These impulses could lead to a reconciliation of the Islamic religious heritage with the fast-changing reality of Muslims in non-Muslim countries and societies. Due to the presence of Muslim children in public schools and the urgent question of their religious education, as an academic discipline, Islamic religious pedagogy (Islamische Religionspädagogik) has acquired a pioneering role among the various Islamic theological disciplines. On a scientific level, it has already taken its first steps in the scientific landscape in Germany and Austria and has established diverse references to modern science. Islamic religious pedagogy, as a young scientific discipline, necessarily requires empirical research to provide sound foundations for the quality of Islamic religious education and for a better understanding of religious educational processes. This calls for a dialogue between empirical educational research and theology and cannot be achieved based on purely theoretical assumptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01