THE COMPARISON OF ALEVI RELIGION CURRICULUM AND ISLAM RELIGION CURRICULUM IN GERMANY (NRV)
Küçük Resim Yok
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ilahiyat Bilimleri Arastirma Vakfi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study is carried out to compare and to reveal the similarities and differences between Religious Education Curriculum for Alevies (Grades 14) and the Islamic Religious Education Curriculum (Grades 1-4), which are being implemented in the North Rhine-Westphalia State of Germany. Accordingly, the basic approach, purpose, content, measurement and evaluation situations on which both programs are based are examined and evaluated based on the data obtained. The main problem of the study is The comparison of Alevi and Islamic religion course teaching programs implemented in the German state of North Rhine-Westphalia. In the study, qualitative research methods and document analysis are used, and the teaching programs in question are examined in terms of the approach over curriculum, the structure and content of the teaching programs, objectives and overall attainment, as well as evaluational dimensions of the course. The data obtained as a result of the analysis are grouped according to the criteria of similarity and difference, and the differences between the curriculums are interpreted based on the results obtained. During the analysis process, both teaching programs are examined closely and the necessary encodings are made. No categories have been previously defined for coding, except for problems and sub-problems. The documents examined in the study are the Alevi religion course curriculum published in 2013 by the Ministry of Education of the German state of North Rhine-Westphalia, (1-4 Classes) and an Islamic religion course curriculum published by the same ministry in 2014 (1-4. Classes). The main reason for the preference of North Rhine-Westphalia state teaching programs in the study is that the province in question has the most crowded Muslim student population in Germany. The study is the first in terms of comparing the basic approach, goals, course subjects, measurement and evaluation dimensions on which both curriculum are based, and revealing similarities and differences between them. It is believed that the research will make a significant contribution to program development in religious education and training in this aspect and offer a different perspective. As a result of the study, it is determined that the Alevi and Islamic religious education curriculum are similar with the approaches, objectives, structural features and measurement and evaluational dimensions. Both teaching programs are based on the approach of faith-centered/confessional, interfaith-oriented religious teaching and the approach of correlation didactics. Alevi and Islamic religious education course curricula focus on project and research-based activities of students, their performance, cooperation and active participation. It has been observed that all necessary precautions have been taken for students to be active in the educational process, to share their experience, and to learn by doing and experiencing. It is accordingly, concluded that both curriculum have been prepared with a student-centred and constructivist understanding. When the main objectives of the curriculum are examined, it is seen that they focus on the development of religious identity of individuals and have similar measurement and evaluation approaches. It has been observed that students use religious references in regulating their own lives, attitudes and behaviours, and use the guidance of religious knowledge and tradition. There are both significant differences in sections of the curriculums and the patterns of the units according to class levels among the curriculum. It is determined that religious education curriculum for Alevies curriculum has a wider and more detailed subject content than the Islamic religious Education Curriculum. Content in both curriculum is based on the principles of faith, culture and tradition in general. However, many topics in the Islamic religion course curriculum (basic principles of faith, revelation-communique, Islamic Society/Ummah, etc.) is not included in the curriculum of Alevi Religion course. Similarly, many topics related to Alevi culture and tradition are not located in the Islamic religion course curriculum. In addition, these topics such as Musahiplik, Cemevi, Twelve Imams, are observed that have not included in the Islamic religion course program, while the topics are reserved in Alevi teaching program. In the Islamic Religious program, the relationship between the mosque, the church and the synagogue, similarities and obvious differences are addressed, while no information about the Cemevi is given. In both teaching programs, although common subjects such as Allah, Hz. Muhammad, Ehl-i Beyt ( family of Hz. Muhammad), places of worship, religious days and nights, other religions, holy books, etc. are concluded, they have subjects, contents, understandings and approaches distinctly. The religious days and nights (The Feast of Nowruz, the month of Muharram and the Ashura fast, the day of Ashura) mentioned in the Alevi religion course are considered with reference to the Islamic religion, while the religious days and nights included in the Islamic religion course curriculum are not associated with Alevism. In the Islamic religion course curriculum, the main sources of the Islamic religion are used, in other words, the Koran and Sunnah are utilized, on the other hand, in the course of Alavi religion, the main sources formed around Alevi culture and tradition (Buyruk, Nehcu'l Belaga, Velayetname, Makalat, etc.) are investigated. In the Islamic religion course curriculum, students are expected to know the basic principles of faith, understand religious forms and phenomena, and adapt them to life, as in the Alevi religion course curriculum. It is aimed that they benefit from their existing knowledge and skills in regulating their social relations and run to work in developing a culture of coexistence. In this aspect, it can be said that both curriculum have similar objectives. But this does not mean that the curriculum is the same in terms of content and understanding. Although Alevi and Islamic religion course curriculum are different from each other at some points, it can be mentioned there is a structural similarity ( based approach, measurement and evaluation dimension, etc.) But focusing the way content and content which are understood and reflected, it is also seen that there are significant differences between them. This situation (with the religion of Islam) means for Alevi which tends towards the same prophet, the same book and the same sacred; yet beyond having different interpretations and understandings about deeds and creed, can also be regarded as an effort to present Islam as a different religion. However, the values that stand out in both programs and teachings, as well as the knowledge, cultural elements and traditional interpretations used, prevent us from concluding that Alevism is a non-Islamic understanding. Currently, Alevism continues to maintain its original place in the Islamic cultural tradition with historical and current perspectives, such as extreme-moderate-radical interpretations and understanding.
Açıklama
Anahtar Kelimeler
Religious Education, Curriculum, Islam, Alevism, Germany
Kaynak
Bilimname
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
43
Sayı
3
