Qur’anic Education And Non-Confessional Re: An Intercultural Perspective

Öz

This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its‘ inclusive ’form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositional –the former as non-confessional and ‘modern’, the latter as confessional and ‘outmoded’– both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an intercultural dimension in the sense of encouraging dialogue and discussion across educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion.

Anahtar Kelimeler

• Qur’an
• supplementary education
• memorisation
• symbiosis

Kur’an Eğitimi ve Doktriner Olmayan [Laik] Din Eğitimi: Kültürler Arası Bir Bakış

Öz

Bu makale, Müslümanların “destekleyici eğitim” (Arapça'yı okumayı ve ardından Kuran'ı ezberlemeyi ve okutmayı temel alan geleneksel -hafızlık- eğitimi) ile Müslüman öğrencilerin Kuran'ı ezberleyip okudukları ve temel eğitiminin içinde var olan din eğitimine odaklanmaktadır. Amaç, bu iki eğitim deneyimini öğrencilerin nasıl algıladıklarını daha iyi kavramak ve aynı zamanda iki farklı kurum tarafından kendilerine öğretilen bilgi, beceri ve değerleri müzakere etmektir. Diğer bir amaç da bulgularımızı gelişen kültürlerarası eğitim alanlarına yerleştirmektir. Ezberleme süreci ile ilgili olarak her iki eğitim türünün de genellikle farklı ve birbirine muhalif olduğu düşünülse de- önceki dindışı ve “modern”, sonraki ise dinî ve “modası geçmiş” olarak- hem İngiliz hem de İsveçli öğrenciler tarafından, ikisi arasında bir dereceye kadar bir ortak alan tanımlayabilmişlerdir. Bu nedenle Müslüman öğrencilerin, her iki eğitim geleneğine katılımları hakkındaki düşüncelerinin, yeni bilgi ve anlayışı teşvik eden eğitim kültürleri arasındaki diyalogu ve tartışmayı teşvik etme anlamında kültürlerarası bir boyuta sahip olduğu araştırmacılar için giderek daha belirgin hale gelmiştir. Bu makale, bu sonuca yönelik kanıtlardan bazılarını ortaya koymaktadır.

Anahtar Kelimeler

• Kur`an
• tamamlayıcı eğitim
• ezber
• ortak yaşam

Kaynakça

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