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Internationale Konferenz
Muslim Education in Europe
27.-29. September 2002, Bon
(Programm der Konferenz)Internationale Konferenz(Pr((
Muslim Education
Organisiert von der AMSS (Association of Muslim Social Scientists (UK)), The Islamic Cultural Centre of Ireland und der GMSG
Die AMSS (UK), The Islamic Cultural Centre of Ireland (ICCI) und die GMSG veranstalteten vom 27.-29.
September 2002 in Bonn im Gustav-Stresemann-Institut eine europaweite Konferenz zum Thema “Muslim
Education in Europe”. Unterschiedliche soziale, kulturelle und politische Faktoren veranlassen Muslime
europaweit eigene Erziehungs- und Bildungseinrichtungen aufzubauen. Probleme stellen sich in der Ausbildung der Lehrer, Curriculae usw.  Des weiteren bestehen unterschiedliche Konzepte in der
Übermittlung von islamischem Wissen. Geprägt werden die einzelnen Konzepte zum Teil von eigenen Interessen und Vorstellungen der verschiedenen islamischen
Organisationen, aber auch von den sich zum Teil erheblich unterscheidenden institutionellen Rahmenbedingungen der einzelnen Länder in Europa. .
The Contribution of Interreligious Learning
for Peace and Tolerance (by Dirk Siedler): “Children and teenagers experience today‘s plural society like adults: In
the globalized world our knowledge about the various religions in the world is tremendous. Especially the worldwide migration developments enable encounters
with people of different religious backgrounds, in Germany mainly with Islam. Compared to Great Britain,
Muslims in Germany are immigrants mostly because of working places. There exists no common identity as in the Commonwealth in Great Britain. The Western countries are developing more and more towards
multicultural and multireligious societies....” (WEITER)
Religious education in Germany: Comparative perspectives in the european context (by Prof. Karl Ernst Nipkow):
“The paper will discuss (a) religion and the role of religious education on the agenda of the Council of
Europe; (b) the notion of religious freedom and its impact on RE in state schools; (c) the aims and goals of
RE along the lines of the understanding of specific faith traditions and with regard to the constitutional
frame of reference given by a liberal democracy (see b); (d) issues of methodology in theory and practice
(empirical, hermeneutical, normative, critical); (e) weak/passive tolerance versus strong/active tolerance and the issue of truth-claims.” (WEIER)
 Dialogue as challenge for pedagogy
(by Wolf D. Ahmed Aries): It is a remarkable phenomenon of today´s discussions that everyone uses the word dialogue but on
its way from the seminar rooms of philosophical discourses to the media´s market place the word lost its content and became an empty phrase. School and adult education,
pedagogy as a whole did not take up the task. The competence to conduct dialogue is an undiscussed ability of the adult for which he was never prepared for. The
experience of failure specialkly in economic negotiations brought public and academic community to intercultural pedagogy and interreligious learning. In consequence to
this development dialogue as such was focused.The paper presented considers some moments which not only differentiates dialogue from other approaches but in the same time tries to draft reasons for the
analysis of the process of dialogue.”
Die Konferenz diente dazu die Arbeit von islamischen Schulen und Bildungseinrichtungen vorzustellen -
wie z.B. in England, Frankreich, Deutschland - auf die Situation von muslimischen SchülerInnen in nicht-islamischen Schulen einzugehen usw.  An der Veranstaltung nahmen rund 100 muslimische und nicht-muslimische Wissenschaftler und
Interessierte teil. Vor allem die Workshops “Citizenship”, “Music” und Arabic stießen auf ein großes Interesse der Teilnehmer.
Wetierführeden Informationen zu unserer Schwesterorganisation, der AMSS (Association of Muslim Social Scientists in England) finden sie auf folgender Seite):
http://www.amssuk.com/fram es-mainpage.htm
Programm zum downloaden
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