Religious Education in Public Schools of Alsace-Moselle in France

Abstract

In France, where religion and state are separated from each other with a unique understanding of secularism, the education system is structured in line with this understanding, and religion and beliefs are not included as a core subject in the formal education system. The Alsace-Moselle region of France, however, is an exception. This region, where religious education is compulsory in public schools, differs from other regions of France in terms of religious education approaches and practices. This study aims to study religious education in public schools in Alsace-Moselle, and seeks answers to the following questions: what is the historical background of the privilege of this region in favor of religious education? What is the legal basis of religious education in public schools in this region? Which models or approaches do religious education take? What is the main structure of the religious education program regarding its purpose and content? What is the status of various religious groups, especially Muslims, regarding opportunities for religious education in public schools? The data obtained in this study, which was carried out through survey and literature review in qualitative research design, was analyzed through historical and descriptive analysis. The data on the content of religious education programs in public schools were obtained by examining documents prepared by official bodies or institutions authorized to represent the state. The article first examines the historical background that laid the groundwork for the unique status of Alsace-Moselle in terms of religious education in public schools. Subsequently, it reveals the legal basis for religious education. The paper explores which approaches to and aims of religious education adopted in schools and for what purposes and in which context religious education is structured in programs. Through historical analysis, the authors also explore the reasons for the unique situation of religious education in public schools in the region. Finally, the article investigates the status of various religious groups regarding the possibility of benefiting from religious education services in schools.

The results of the research indicate that the legal basis of religious education in public schools in Alsace-Moselle went back to the agreement of July 15, 1801, called Concordat. The Falloux law of March 15, 1850, which includes regulations on religious education, also provides exceptional opportunities for recognized religions/sects. Although a law adopted in 1905 separated the church and state affairs in France, the Alsace-Moselle region was not exposed to the possible adverse effects of the said regulation on religious education, because it was under German rule the then. Therefore, in this period, the same privilege continued in favor of religious education. The effects of this historical past of the region in favor of religious education continue in the present day.

Today, religious education in the primary (élémentaire), secondary (collège), and high schools (lycée) in Alsace-Moselle are compulsory. It is carried out in a confessional approach, which aims to educate the members of the religion that is taught and to strengthen the beliefs of children towards the religion they belong to. This approach allows each student to learn his/her religion and belief from a teacher who is a holder of that belief. In this approach, students are taught other religions as well as their own religions, but other religions or denominations are presented from the perspective of their own religions/sects. Religious education in public schools is organized and funded, in general, by the state. The state pays salaries of religious education teachers of the recognized cults. However, the content of religious education is determined by the relevant religious parties and put into practice after the approval of the state officials. Representatives of each religion/sect are responsible for conducting their own religious instruction. The state has the right to oversee the prepared religious education program. With the education law enacted on March 14, 2008, weekly teaching time in primary schools was determined as 24 hours, one hour of which was devoted to compulsory religious education. It has been decided that, in the last three years of elementary school, one-hour time can be added to the religious education course if certain conditions are met.

Today, although a confessional approach has been adopted in the primary, secondary, and high schools of Alsace-Moselle, for reasons such as secularization, religious pluralism, decline in religious instruction, and the risk of children becoming involved in radical religious movements, local laws are gradually being adapted to new conditions, and in this context, inter-confessional (interconfessionnel) religious education courses are now available in some school programs. However, the processing of religious education in accordance with the inter-confessional approach is subject to the approval of the religious authorities.

In the Alsace-Moselle region, there are only four cults (religions/denominations) that have the privilege of state-funded religious education in schools: Catholicism, Calvinism, Lutheranism, and Judaism. Since the opportunities offered by the state are limited to these cults, students belonging to religious groups other than these four cult members cannot benefit from the opportunity to receive religious education at school. Finally, although a relatively positive attitude was adopted in the Alsace-Moselle region concerning religion-state relations, likely due to the strict French interpretation of secularism, it is also seen that, from time to time, new legal regulations have been made which restrict the religious rights and freedoms of religious groups in the minority, and consequently, prohibit the wearing of clothes or signs that show the religious belonging of the students in public schools.

Keywords

• Religious education,France,Alsace-Moselle,Religion and secularism,Religious instruction

Fransa’nın Alsace-Moselle Bölgesi Devlet Okullarında Din Eğitimi

Öz

Kendine özgü laiklik anlayışıyla din ve devletin kesin hatlarla birbirinden ayrıldığı Fransa’da, eğitim sistemi de bu anlayış doğrultusunda yapılanmış, din ve inançlara resmi eğitim sistemi içerisinde yer verilmemiştir. Ancak, Fransa’nın Alsace-Moselle bölgesi bunun istisnası sayılabilir. Günümüzde Fransa’nın sınırları içerisinde yer almasına rağmen, kendine özel tarihi geçmişi dolayısıyla bu bölge, din eğitimi yaklaşım ve uygulamaları bakımından Fransa’nın diğer bölgelerinden ayrılmaktadır. Literatür incelemesi yoluyla verilerin toplandığı bu çalışmada; Alsace-Moselle bölgesinin, devlet okullarında din eğitimi lehine sahip olduğu ayrıcalığın hangi nedenlere dayandığı, bu bölgede din eğitiminin yasal dayanaklarının neler olduğu, hangi din eğitimi yaklaşım veya modellerinin benimsendiği, din eğitimi bağlamında hak ve özgürlükler açısından farklı din veya inanç mensuplarının, hususen Müslümanların, durumlarının ne olduğu sorularına yanıtlar aranmıştır. Bu araştırma neticesinde, Alsace-Moselle bölgesindeki devlet okullarında din eğitiminin, muafiyet hakkını da içerecek tarzda, zorunlu ve mezhebe/dine dayalı olduğu, genel organizasyonu ve finansmanının devlet tarafından yapıldığı, din eğitimi alanında tanınan ayrıcalıkların devlet tarafından kabul edilen (culte statutaire) dört kült ile sınırlı olduğu, bölgenin kendine has tarihi geçmişi ve günümüzde cari olan yasal hak ve sınırlılıklar dolayısıyla İslam ve diğer din ve inançları kapsamadığı tespit edilmiştir.

Anahtar Kelimeler

• Din eğitimi,Fransa,Alsace-Moselle,Din ve laiklik,Din öğretimi

References

1. Aksu, Zahit. “Laik Fransa’da Din Eğitiminin Genel Statüsü”. Atatürk Üniversitesi İlahiyat Fakültesi Dergisi 1/1 (June 30, 1975): 219-222. http://dergipark.gov.tr/atauniilah/issue/2747/36642.
2. Alberts, Wanda. Integrative Religious Education in Europe (Berlin, Boston: De Gruyter, 2007.
3. Altıntaş, Muhammed Esat. “Batı Avrupa’da Özel Müslüman Okullarının Karşılaştıkları Sorunlar: İngiltere, Hollanda ve Fransa Örneği”. Değerler Eğitimi Dergisi 13/30 (2015): 69-103.
4. Bahçekapılı, Mehmet. “Fransa’da Laiklik, İslam, Müslümanlar ve Din Eğitimi Politikaları”. Türkiye Din Eğitimi Araştırmaları Dergisi 6/6 (2018): 11-50. https://doi.org/10.9761/JASSS1537.
5. Bisch, Yves. Ecoles d’Alsace: Les Leçons de l’Histoire. Mulhouse: Ed. du Rhin, 1996.
6. Bryce, M. C. “Catechism”. Harper’s Encyclopedia of Religious Education. Ed. Iris V. Cully - Kendig Brubaker Cully. 101-103. Harper & Row, 1990.
7. Conseil de la Communauté Marocaine à l’Étranger. Islam En Europe: Formation des Cadres, Éducation Religieuse et Enseignement du Fait Religieux: Actes du Colloque International, Strasbourg, 29 et 30 Mars 2010. Rabat: Editions Marsam, 2011.
8. Demissy, Claude. La Religion à l’École Publique: Une Problématique à Partir de Considérations Européennes et Pédagogiques. Lyon: Olivétan, 2007.

9. Demissy, Claude. “Religious Education in Public Schools in ‘Lorraine and Alsace’ (France)”. In Researching RE Teachers: RE Teachers as Researchers. Eds. Cok Bakker - Hans-Günter Heimbrock. 139-154. Münster: Waxmann, 2007.
10. Diocèse de Metz. Le Cours de Religion en Ecole Elémentaire. Accessed: April 6, 2019. http://metz.mt.ecclesial.fr/wp-content/uploads/sites/19/2016/04/Finalites-de-lEnseignment religieux-a-lecole-primaire-1.pdf.
11. Élise Descamps. “Un Cours d’Éducation Interreligieuse à l’École Divise Metz et Strasbourg”. La Croix. April 2018. https://www.la-croix.com/Religion/Catholicisme/France/cours-deducation-interreligieuse-lecole-divise-Metz-Strasbourg-2018-04-12-1200931210.
12. Estivalèzes, Mireille. “Teaching about Islam in the History Curriculum and in Textbooks in France”. Journal of Educational Media, Memory, and Society 3/1 (March 1, 2011): 45–60. https://doi.org/10.3167/jemms.2011.030104.
13. Fransa Milli Eğitim Bakanlığı. Loi Relative A L’enseignement du 15 Mars 1850 (1850). https://www.education.gouv.fr/cid101199/loi-relative-a-l-enseignement-du-15-mars 1850.html&xtmc=bourse&xtnp=1&xtcr=8.
14. Fransa Milli Eğitim Bakanlığı. Loi sur L’enseignement Primaire Obligatoire du 28 Mars 1882 (1882). https://www.education.gouv.fr/cid101184/loi-sur-l-enseignement-primaire-obligatoire-du-28-mars-1882.html.
15. Fransız Cumhuriyeti. “Code de l’Éducation (Dernière Modification Le 31 Mars 2019).” 2019. https://www.legifrance.gouv.fr/telecharger_pdf.do?cidTexte=LEGITEXT000006071191.
16. Fransız Kamuoyu Enstitüsü (IFOP). “Éléments d’Analyse Géographique de l’Implantation Des Religions En France”. 2006. https://www.ifop.com/wp-content/uploads/2018/03/religions_geo.pdf.
17. Fregosi, Franck. “L’Islam En Terre Concordataire.” Revue Hommes et Migrations. 1209 (1997). http://www.hommes-et-migrations.fr/index.php?/numeros/D-Alsace-et-d-ailleurs/2521-L-Islam-en-terre-concordataire.
18. Gillig, Jean-Marie. Bilinguisme et Religion à l’École la Question Scolaire en Alsace de 1918 à Nos Jours. Strasbourg: La Nuée bleue, 2012.
19. Gorce, Bernard. “Appel Contre l’Enseignement Religieux Obligatoire en Alsace-Moselle.” La Croix. April 2016. https://www.la-croix.com/Urbi-et-Orbi/Actualite/France/Appel-contre-enseignement-religieux-obligatoire-Alsace-Moselle-2016-04-06-1200751561.
20. Goyau, Georges. “The Organic Articles”. The Catholic Encyclopedia: An International Work of Reference on the Constitution Doctrine, Discipline and History of the Catholic Church. Ed. Charles Herbermann. 1597-1568. New-York: Robert Appleton Appleton, 1914.
21. Halter, Hélène. Statut Public des Cultes en Alsace-Moselle et Principes Constitutionnels: La Compatibilité Entre le Droit Cultuel Hérité du Concordat et Ses Articles Organiques en Alsace Moselle et Les Principes Constitutionnels de Neutralité, de Laïcité et d’Egalité. Université Lyon, 2007.
22. Hiebel, Jean-Luc. “Le Statut Scolaire Local de 1870 à Nos Jours”. Revue des Sciences Religieuses 85/85/4 (October 1, 2011): 491-509. https://doi.org/10.4000/rsr.1797.
23. Kavas, Ahmet. “Fransa’da Dinî Kurumlar ve Din Eğitimi”. Avrupa Birliği Sürecinde Dinî Kurumlar ve Din Eğitimi. 111-128. İstanbul: İslami İlimler Araştırma Vakfı, 2006.
24. Köylü, Mustafa. “Batı Ülkelerinde Din Eğitimi: Genel Bir Bakış”. Manas Sosyal Araştırmalar Dergisi 6/4 (2017): 223-245. http://journals.manas.edu.kg/mjsr/archives/Y2017_V06_I04/3b77469d01b547cf097b7ce4fb9beb21.pdf.
25. Kuru, Ahmet T. Secularism and State Policies toward Religion: The United States, France, and Turkey. Cambridge: Cambridge University Press, 2009.
26. Kuru, Ahmet T. Pasif ve Dışlayıcı Laiklik - ABD, Fransa ve Türkiye. İstanbul Bilgi Üniversitesi, 2011.
27. Leflon, Jean. “Concordato of 1801 (France).” New Catholic Encyclopedia. Ed. Berard L. Marthaler. 4: 61-63. Washington, D. C.: Thomson Gale, 2003.
28. Lustig, Michel. Statut Local d’Alsace-Moselle et Valeurs Républicaines. Paris: EDIMAF, 2000.
29. Massignon, Bérengère. “Laïcité et Gestion de La Diversité Religieuse à l’École Publique En France.” Social Compass 47/3 (2000): 353-366.
30. Messner, Francis. “Quelles Évolutions Pour l’enseignement Religieux En Droit Local ?” Accessed: January 2, 2019. http://www.conseil-etat.fr/tacaa_str/content/download/54990/487027/versi.
31. Messner, Francis - Vierling, André - Moldo, Robert - Reichert, Jean Claude - Willaime, Jean Paul - Richez, Jean Claude - Hiebel, Jean Luc et al. L’Enseignement Religieux à l’École Publique. Strasbourg: Oberlin, 1998.
32. Meyer, Jean-Marc. “Un Cours de Culture Religieuse à l’École. Démarche de l’Union Des Eglises Protestantes d’Alsace et de Lorraine.” Educatio: La Revue Scientifique de l’éducation Chrétienne. 1 (2013): 1–7. http://revue-educatio.eu/wp/2013/03/01/un-cours-de-culture-religieuse-a-lecole-demarche-de-lunion-des-eglises-protestantes-dalsace-et-de-lorraine/.
33. Rectorat de Strasbourg. “Le Cours de Religion En Collège”. 2011. http://acteurs.uepal.fr/public_files/file/circdos33_college.pdf.
34. Rectorat de Strasbourg. Le Cours de Religion en Lycée (2011). http://acteurs.uepal.fr/public_files/file/circdos33_lycee.pdf.
35. Roth, François. Alsace-Lorraine : Histoire d’un Pays Perdu, de 1870 à Nos Jours. Paris: Tallandier, 2016.
36. Seelig, Michel. Vous Avez Dit Concordat? Sortir Progressivement Du Régime Dérogatoire Des Cultes. L’Harmattan, 2015.
37. Senger, Jules - Barret, Paul. Bismarck Chez Jules Ferry: Le Problème Scolaire En Alsace et En Lorraine, Le Régime Confessionnel, Le Bilinguisme. [Réed.]. Paris: EDIMAF, 2001.
38. Sfeir, Antoine - Coste, Julie. “Le Conseil Français Du Culte Musulman à l’épreuve Du Temps”. Hommes et Migrations 1259/1 (2006): 44-54. https://doi.org/10.3406/homig.2006.4417.
39. Starck, Christian. “Éducation Religieuse et Constitution”. Revue Française de Droit Constitutionnel 53/1 (2008): 17. https://doi.org/10.3917/rfdc.053.0017. Strasbourg Académie. 20 Haziran 2017 tarihli genelge (2017).
40. UEPAL. “Enseignement Religieux Protestant en Alsace-Moselle: Programmes de Culture Religieuse (École Élémentaire, Ollège Collège, Lycée).” 2010. https://www.uepal.fr/wp-content/uploads/2018/12/programme_culture_religieuse_UEPAL.pdf.
41. Willaime, Jean-paul. “L’Enseignement Religieux à l’école Publique dans l’Est de La France: Une Tradition Entre Déliquescence et Recomposition.” Social Compass 47/3 (September 19, 2000): 383-395. https://doi.org/10.1177/003776800047003007.
42. Zwilling, Anne-Laure. “Eurel Religious Geography: France”. Accessed: April 23, 2019. https://eurel.sciencesconf.org/conference/eurel/pages/EUREL_religious_geography_1.pdf.