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Bir Göç Toplumu Olarak Almanya’da İslam Din Eğitimi Habermas’ın Postsekülerist Entegrasyon Çözümü

Year 2023, Volume: 3 Issue: 1, 14 - 49, 18.05.2023

Abstract

Almanya, uzunca bir süre bir “göç toplumu” olduğunu kabul etmedi. Ancak yakın zamanda göçmen işçilerin “misafir” statüsünden “kalıcı” bir konuma evrildiğini ve toplumun fiili olarak çokkültürlü bir göç toplumu haline geldiğini kabul etmek zorunda kaldı. Haliyle entegrasyon çalışmalarına başladı. Bunun için eğitim başta olmak üzere, kurumlar yeniden yapılandırıldı, din eğitimi konusunda yeni bir yaklaşım geliştirilmeye çalışıldı. Bu yeni yaklaşım aslında Habermas’ın teorik olarak geliştirdiği demokratik entegrasyon modeline (inclusion) oldukça yakındır. Bu modelinde Habermas, dinden postseküler toplumda demokratik sistemi güçlendirmek için nasıl yararlanılabileceğini sorguladı ve bu bağlamda dini sezgilerin seküler dile tercüme edilmesini talep etti. Almanya’da İslam’ın sisteme entegrasyonunda eğitim bağlamında fiili olarak yapılan şey tam da bu tercüme eylemidir. Almanya’da üçüncü büyük din haline gelen İslam, göçmen nüfusun kimlik bileşenleri içinde en öne çıkan unsur olması hasebiyle, yaratılan bir talep sonucu olarak, resmi müfredatlarda bir öğretim konusu oldu. Dolayısıyla Almanya, göçmenlerin dinini (İslam) dışlamak yerine sistemin içine alarak yeni bir entegrasyon modeli geliştirmeye çalışmaktadır. Bu makalede bunun teorik arka planında yatan Habermas’ın yaklaşımı tanıtılmakta ve bu yaklaşımla paralel giden Alman pedagojik pratiğinin, didaktik olarak İslam din dersi kitaplarında nasıl bir görünüm sergilediği tercüme eylemiyle gösterilmektedir.

References

  • Allen, M. T. (2002). The Business of Genocide: The SS, Slave Labor, and the Concentration Camps, University of North Carolina Press.
  • Aslan, E. (2011). “Islamic Textbooks and Curricula in Europe” In E. Aslan (ed.) Islamic Textbooks and Curricula in Europe, Frankfurt am Main: Peter Lang.
  • Aslan, E. (2013). “Islamic Education in Secular Societies” In E. Aslan. Approaches to the concept of secularism from the perspective of Muslims, Frankfurt am Main: Peter Lang, 29-69
  • Barbato, M., & Karatochwil, F. (2009). “Towards a post-secular political order?”, European Political Science Review, 1 (3), 317-340.
  • Baumeister, A. (2011). “The use of “Public Reason” by religious and secular citizens: Limitations of Habermas’ conception of religion in the public realm”, Constellations, 18 (2), 222-243.
  • Beaumont, J., & Baker, C. (eds)., (2011) Postsecular Cities: Space, Theory and Practice. London: Continuum. Bebel, A. (1987). Hz. Muhammed ve İslam Kültürü, çev. V. Atayman, İstanbul: Süreç Yayıncılık (Özgün adı: Mohamedisch-Arabische Kulturperiode, Stuttgart, Verlag von U. M. Diek, 1884).
  • Beck, U. (2006). The Cosmopolitan Vision. Cambridge: Polity Press.
  • Beckford, J. A. (2012). “SSSR presindential adress, Public religions and the postsecular: critical reflections”, Journal for the Scientific Study of Religion, 51 (1), 1-19.
  • Bergland, J. (2015). Publicly Funded Islamic Education in Europe and the United States, Analysis Paper, No. 21, Center for Middle East Policy at Brookings.
  • Butt, Z. (2017). “Almanya’da Kamu Okullarında İslam Din Dersleri”, Perspektif, 1 Aralık 2017, https://perspektif. eu/2017/12/01/almanyada-kamu-okullarinda-islam-din-dersleri/ [Erişim: 2.11.2022].
  • Calhoun, C. (2008). “Secularization, Citizenship, and the Public Sphere”, Hedgehog Review, 10 (3), 7-21.
  • Dalaman, C. (2009). “Alman Okullarında 'İslam Dini Dersleri' Tartışması”, https://www.voaturkce.com/a/a-17- 2009-05-03-voa3-88152657/873847.html [Erişim: 31.10.2022].
  • Detjen, S. (2015). “Die Geschichte eines Satzes: “Der Islam gehört zu Deutschland”, https://www. deutschlandfunkkultur.de/die-geschichte-eines-satzes-der-islam-gehoert-zu-deutschland-100.html [Erişim: 31. 10. 2022].
  • Ewer, G. D. (1991). “Habermas and education: A comprehensive overview of the influence of Habermas in educational literature,” Review of Educational Research, 61 (3), 345-378.
  • Ferrara, A. (2012). “From Multiple Modernities to Multiple Democracies” In Rosati, M. &Stoeckl, K. (eds) Multiple Modernities and Postsecular Societies, London and New York: Routledge, 17-39.
  • Fukuyama, F. (1992). The End of History and the Last Man, New York: Free Press.
  • Gebauer, K. (2002). “Alman okullarında İslam din öğretimi”, Ankara Üniversitesi İlahiyat Fakültesi Dergisi, çev. B. Bilgin, 43(1), 263-292.
  • Gordon, P. E. (2013). “Between Christian democracy and critical theory: Habermas, Böckenförde, and the dialectics of secularization in postwar Germany.” Social Research: An International Quaterly, 80 (1), 173-202.
  • Habermas, J. (1987). The Philosophical Discourse of Modernity. Twelve Lectures, Trans. F. Lawrence, Cambridge: Polity Press.
  • Habermas, J. (1998). Postmetaphysical Thinking: Philosophical Essays. trans. William Mark Hohengarten) Cambridge: Polity Press.
  • Habermas, J. (2001). The Postnational Constellation. Political Essays. Translated by Max Pensky, Cambridge: The Polity Press.
  • Habermas, J. (2004). The Theory of Communicative Action. Reason and the Rationalization of Society. Volume 1. Trans. Thomas McCarthy, Cambridge: Polity Press.
  • Habermas, J. (2005). The Inclusion of the Other. Studies in Political Theory, Translated and edited by Ciaran. C, &Pablo. De G, Cambridge: Polity Press.
  • Habermas, J. (2006). The Theory of Communicative Action. Lifeworld and System: The Critique of Functionalist Reason. Volume 2. Trans T. McCarthy, Cambridge: Polity Press.
  • Habermas, J. (2016). Between Naturalism and Religion. Philosophical Essays. Trans. C. Cronin, Cambridge: Polity Press.
  • Habermas, J. (2020). Söylem Etiği, çev. S. Coşkun, Ankara: Fol.
  • Haug, S., Müssig, S., & Stichs, A. (2009). Muslim Life in Germany. A Study conducted on behalf of the German Conference on Islam, Reserach Report 6, Federal Office for Migration and Refegues, and Deutsche Islam Konferenz.
  • Herbert, U. (2000). “Forced laborers in the third reich: An overview”, International Labor and Working-Class History, Fall (58), 192–218.
  • Höhne, T., Kunz, T., & Radtke, Frank. O. (2005). Bilder von Fremden. Was unsere Kinder auf Schulbüchern über Migranten lernen sollen, Frankfurt am Main: Johann Wolfgang Goethe-Universität.
  • Huntington, S. P. (1996). The Clash of Civilizations and the Remaking of World Order, New York: Touchstone.
  • Kaltsas, S. (2019). “Habermas, Taylor, and Connolly on secularism, pluralism, and the post-secular public sphere”, Religions, 10 (8), 1-19.
  • Knight, B. (2018). “Study: German schools need more Islamic religion classes”, Deutsche Welle, https://www. dw.com/en/study-german-schools-need-more-islamic-religion-classes/a-43599147 [Erişim: 4.11.2022].
  • Lafont, C. (2009). “Religion and the public sphere. What are the deliberative obligations of democratic citizenship?” Philosophy and Social Criticism, 35 (1), 127-150.
  • Loho, P. (2021) “Germany’s Growing Muslim population is now more diverse, says new study”, Salaam Gateway, 06 May 2021, https://www.salaamgateway.com/story/germanys-growing-muslim-population-is-nowmore-diverse-says-new-study [Erişim: 2.11.2022].
  • Maclure, J., &Taylor, C. (2015). Laiklik ve İnanç Özgürlüğü. Çev. İ. Güllü, İstanbul: İskenderiye Kitap. Mecheril, P. (ed.) (2016). Handbuch Migrationspädagogik, Weinheim Basel: Beltz Verlag.
  • Mende, C. (2008). “Promoting Integration”, Translated by J. Bergeron, https://en.qantara.de/content/islamicreligion-classes-in-german-schools-promoting-integration [Erişim: 1.11.2022].
  • Mezger, C. (2019). “Islam does not belong to Germany.” A proxy debate for an insecure national identity? An analysis of a controversial German discourse and its underlying reasons. Unpublished Master Thesis, Uppsala University, Department of Theology.
  • Murphy, M. (2012). “Forms of rationality and public sector reform. Habermas, education and social policy” In M. Murphy, &T. Fleming (eds).Habermas, Critical Theory and Education, New York and London: Routledge, 78-93.
  • Murphy, M. & Fleming, T. (2012). “Communication, Deliberation, Reason: An Introduction to Habermas” In Mark Murphy and Ted Fleming (eds). Habermas, Critical Theory and Education, New York and London: Routledge, 3-16.
  • Pensky, M. (2007). “Editor’s Introduction” In Jürgen Habermas, The Postnational Constellation. Political Essays, Translated, edited and with an introduction by M. Pensky, Cambridge: Polity Press.
  • Pfünde, K., Stichs, A., & Tanis, K. (2021). Kurzfassung zur Studie “Muslimisches Leben in Deutschland 2020”, Nürnberg: Bundesamt für Migration und Flüchtlinge.
  • Rausch, M. (2013). “Introduction: Secularisms and Islam in Western and post-communist societies”, In E. Aslan,& M. Rausch (eds) Islamic Education in Secular Societies, Frankfurt am Main: Peter Lang, 13-25.
  • Rawls, J. (1985) “Justice as Fairness: Political not metaphysical”, Philosophy and Public Affairs, 14 (3), 223-251.
  • Robichaud, A. (2018). Habermas et La Question de L’Èducation. Presses de L’Université Laval.
  • Rogers, Rebecca. (2004). “An introduction to critical discourse analysis in education” In R. Rogers (ed). An Introduction to Critical Discourse Analysis in Education, Mahwah, New Jersey, London: Lawrence Erlbaum Associates, Publishers, 1-18.
  • Rosati, M.,& Stoeckl, K. (eds) (2012). Multiple Modernities and Postsecular Societies, London and New York: Routledge.
  • Rothgangel, M. (2013), Religious Education in Secular Germany from an Evangelical Perspective, in: Ednan Aslan und Margaret Rausch (Hrsg.) in cooperation with Sedef Sertkan und Zsofia Windisch, Islamic Education in Secular Societies (Wiener Islamstudien 4), Frankfurt a.M.: Peter Lang Edition, 117-124.
  • Sarrazin, T. (2010) Deutschland schafft sich ab. Wie wir unser Land aufs Spiel setzen. München: Random House.
  • Schmitt, C. (2005). Political Theology. Four Chapters on the Concept of Sovereignty. Trans. G. Schwab, Chicago and London: The University of Chicago Press.
  • Simon, W. (2000). “Kirchlichkeit” des religionsunterrichts. Trierer Theologische Zeitschrift,109 (4), 253-269. Terry, Paul R. (1997). “Habermas and education: Knowledge, communication, discourse,” Curriculum Studies, 5 (3), 269-279.
  • Tibi, B. (1998). Europa ohne Identität, Die Krise der multikulturellen Gesellschaft. München: C. Bertelsmann. Ungureanu, C., & Monti, P. (2017). “Habermas on religion and democracy: Critical perspectives”, The European Legacy, 22 (5), 521-527.
  • ZMD (Zentralrat der Muslime in Deutschland) (2002). “Islamic Charta”, https://www.zentralrat.de/3037.php [Erişim: 20.11.2002]
  • Analiz Edilen Ders Kitapları Coşkun, A. B., Kurtbecer, R., Kesici, B., & Dağaslanı, E. (2018). IKRA 3. Mein Islambuch. Grundschule 3, 2. Auflage, Köln: PLURAL Publications GmbH.
  • Erkan, S., Lubig Fohsel, E., Solgun Kaps, G., & Ucar, B. (2018). Mein Islambuch. Grundschule ½. Berlin: Cornelsen Verlag GmbH, 4. Baskı.
  • Kaddor, L., Müller, R., & Behr, H. H (yay. haz.). (2017). Saphir 7/8. Islamisches Religionsbuch für junge Musliminnen und Muslime. Kösel-Verlag, München, 2. Auflage, 1. Druck.
  • Kaddor, L., Müller, R., & Behr, H. H. (yay. haz.). (2020). Saphir 5/6. Religionsbuch für junge Musliminnen und Muslime. Kösel-Verlag, München, 3. Auflage, 3. Druck.
  • Khorchide, M. (2012). (yay. haz.). Miteinander auf dem Weg 1/2. Islamischer Religionsunterricht, Stutgart: Ernst Klett Verlag GmbH.
  • Khorchide, M., Yılmaz, B., & Döbber, F. (Yay. Haz.) (2015). Miteinander auf dem Weg 3/4. Islamischer Religionsunterricht, Erns Klett Verlag GmbH, Stutgart.
  • Lubig Fohsel, E., Solgun Kaps, G., Baysal Polat, S. (2017). Mein Islambuch 3, Berlin: Cornelsen Verlag GmbH, 2. Baskı.
  • Shakir, A. (2020). Islamstunde 8. Die Anderen respektieren. Religionsbuch für die Sekundarstufe I. Oldenburg Verlag, Wien, im VERITAS-VERLAG, Linz, 3. Auflage.
  • Ucar, B. (2012). Ein Blick in den Islam, 7/8. Hückelhoven: Schulbuchverlag Anadolu GmbH.
  • Ucar, B. (2019). Bismillah-Islam verstehen. Arbeitsheft für den Islamunterricht 6. Braunschweig: Bildungshaus Schulbuchverlage.
Year 2023, Volume: 3 Issue: 1, 14 - 49, 18.05.2023

Abstract

References

  • Allen, M. T. (2002). The Business of Genocide: The SS, Slave Labor, and the Concentration Camps, University of North Carolina Press.
  • Aslan, E. (2011). “Islamic Textbooks and Curricula in Europe” In E. Aslan (ed.) Islamic Textbooks and Curricula in Europe, Frankfurt am Main: Peter Lang.
  • Aslan, E. (2013). “Islamic Education in Secular Societies” In E. Aslan. Approaches to the concept of secularism from the perspective of Muslims, Frankfurt am Main: Peter Lang, 29-69
  • Barbato, M., & Karatochwil, F. (2009). “Towards a post-secular political order?”, European Political Science Review, 1 (3), 317-340.
  • Baumeister, A. (2011). “The use of “Public Reason” by religious and secular citizens: Limitations of Habermas’ conception of religion in the public realm”, Constellations, 18 (2), 222-243.
  • Beaumont, J., & Baker, C. (eds)., (2011) Postsecular Cities: Space, Theory and Practice. London: Continuum. Bebel, A. (1987). Hz. Muhammed ve İslam Kültürü, çev. V. Atayman, İstanbul: Süreç Yayıncılık (Özgün adı: Mohamedisch-Arabische Kulturperiode, Stuttgart, Verlag von U. M. Diek, 1884).
  • Beck, U. (2006). The Cosmopolitan Vision. Cambridge: Polity Press.
  • Beckford, J. A. (2012). “SSSR presindential adress, Public religions and the postsecular: critical reflections”, Journal for the Scientific Study of Religion, 51 (1), 1-19.
  • Bergland, J. (2015). Publicly Funded Islamic Education in Europe and the United States, Analysis Paper, No. 21, Center for Middle East Policy at Brookings.
  • Butt, Z. (2017). “Almanya’da Kamu Okullarında İslam Din Dersleri”, Perspektif, 1 Aralık 2017, https://perspektif. eu/2017/12/01/almanyada-kamu-okullarinda-islam-din-dersleri/ [Erişim: 2.11.2022].
  • Calhoun, C. (2008). “Secularization, Citizenship, and the Public Sphere”, Hedgehog Review, 10 (3), 7-21.
  • Dalaman, C. (2009). “Alman Okullarında 'İslam Dini Dersleri' Tartışması”, https://www.voaturkce.com/a/a-17- 2009-05-03-voa3-88152657/873847.html [Erişim: 31.10.2022].
  • Detjen, S. (2015). “Die Geschichte eines Satzes: “Der Islam gehört zu Deutschland”, https://www. deutschlandfunkkultur.de/die-geschichte-eines-satzes-der-islam-gehoert-zu-deutschland-100.html [Erişim: 31. 10. 2022].
  • Ewer, G. D. (1991). “Habermas and education: A comprehensive overview of the influence of Habermas in educational literature,” Review of Educational Research, 61 (3), 345-378.
  • Ferrara, A. (2012). “From Multiple Modernities to Multiple Democracies” In Rosati, M. &Stoeckl, K. (eds) Multiple Modernities and Postsecular Societies, London and New York: Routledge, 17-39.
  • Fukuyama, F. (1992). The End of History and the Last Man, New York: Free Press.
  • Gebauer, K. (2002). “Alman okullarında İslam din öğretimi”, Ankara Üniversitesi İlahiyat Fakültesi Dergisi, çev. B. Bilgin, 43(1), 263-292.
  • Gordon, P. E. (2013). “Between Christian democracy and critical theory: Habermas, Böckenförde, and the dialectics of secularization in postwar Germany.” Social Research: An International Quaterly, 80 (1), 173-202.
  • Habermas, J. (1987). The Philosophical Discourse of Modernity. Twelve Lectures, Trans. F. Lawrence, Cambridge: Polity Press.
  • Habermas, J. (1998). Postmetaphysical Thinking: Philosophical Essays. trans. William Mark Hohengarten) Cambridge: Polity Press.
  • Habermas, J. (2001). The Postnational Constellation. Political Essays. Translated by Max Pensky, Cambridge: The Polity Press.
  • Habermas, J. (2004). The Theory of Communicative Action. Reason and the Rationalization of Society. Volume 1. Trans. Thomas McCarthy, Cambridge: Polity Press.
  • Habermas, J. (2005). The Inclusion of the Other. Studies in Political Theory, Translated and edited by Ciaran. C, &Pablo. De G, Cambridge: Polity Press.
  • Habermas, J. (2006). The Theory of Communicative Action. Lifeworld and System: The Critique of Functionalist Reason. Volume 2. Trans T. McCarthy, Cambridge: Polity Press.
  • Habermas, J. (2016). Between Naturalism and Religion. Philosophical Essays. Trans. C. Cronin, Cambridge: Polity Press.
  • Habermas, J. (2020). Söylem Etiği, çev. S. Coşkun, Ankara: Fol.
  • Haug, S., Müssig, S., & Stichs, A. (2009). Muslim Life in Germany. A Study conducted on behalf of the German Conference on Islam, Reserach Report 6, Federal Office for Migration and Refegues, and Deutsche Islam Konferenz.
  • Herbert, U. (2000). “Forced laborers in the third reich: An overview”, International Labor and Working-Class History, Fall (58), 192–218.
  • Höhne, T., Kunz, T., & Radtke, Frank. O. (2005). Bilder von Fremden. Was unsere Kinder auf Schulbüchern über Migranten lernen sollen, Frankfurt am Main: Johann Wolfgang Goethe-Universität.
  • Huntington, S. P. (1996). The Clash of Civilizations and the Remaking of World Order, New York: Touchstone.
  • Kaltsas, S. (2019). “Habermas, Taylor, and Connolly on secularism, pluralism, and the post-secular public sphere”, Religions, 10 (8), 1-19.
  • Knight, B. (2018). “Study: German schools need more Islamic religion classes”, Deutsche Welle, https://www. dw.com/en/study-german-schools-need-more-islamic-religion-classes/a-43599147 [Erişim: 4.11.2022].
  • Lafont, C. (2009). “Religion and the public sphere. What are the deliberative obligations of democratic citizenship?” Philosophy and Social Criticism, 35 (1), 127-150.
  • Loho, P. (2021) “Germany’s Growing Muslim population is now more diverse, says new study”, Salaam Gateway, 06 May 2021, https://www.salaamgateway.com/story/germanys-growing-muslim-population-is-nowmore-diverse-says-new-study [Erişim: 2.11.2022].
  • Maclure, J., &Taylor, C. (2015). Laiklik ve İnanç Özgürlüğü. Çev. İ. Güllü, İstanbul: İskenderiye Kitap. Mecheril, P. (ed.) (2016). Handbuch Migrationspädagogik, Weinheim Basel: Beltz Verlag.
  • Mende, C. (2008). “Promoting Integration”, Translated by J. Bergeron, https://en.qantara.de/content/islamicreligion-classes-in-german-schools-promoting-integration [Erişim: 1.11.2022].
  • Mezger, C. (2019). “Islam does not belong to Germany.” A proxy debate for an insecure national identity? An analysis of a controversial German discourse and its underlying reasons. Unpublished Master Thesis, Uppsala University, Department of Theology.
  • Murphy, M. (2012). “Forms of rationality and public sector reform. Habermas, education and social policy” In M. Murphy, &T. Fleming (eds).Habermas, Critical Theory and Education, New York and London: Routledge, 78-93.
  • Murphy, M. & Fleming, T. (2012). “Communication, Deliberation, Reason: An Introduction to Habermas” In Mark Murphy and Ted Fleming (eds). Habermas, Critical Theory and Education, New York and London: Routledge, 3-16.
  • Pensky, M. (2007). “Editor’s Introduction” In Jürgen Habermas, The Postnational Constellation. Political Essays, Translated, edited and with an introduction by M. Pensky, Cambridge: Polity Press.
  • Pfünde, K., Stichs, A., & Tanis, K. (2021). Kurzfassung zur Studie “Muslimisches Leben in Deutschland 2020”, Nürnberg: Bundesamt für Migration und Flüchtlinge.
  • Rausch, M. (2013). “Introduction: Secularisms and Islam in Western and post-communist societies”, In E. Aslan,& M. Rausch (eds) Islamic Education in Secular Societies, Frankfurt am Main: Peter Lang, 13-25.
  • Rawls, J. (1985) “Justice as Fairness: Political not metaphysical”, Philosophy and Public Affairs, 14 (3), 223-251.
  • Robichaud, A. (2018). Habermas et La Question de L’Èducation. Presses de L’Université Laval.
  • Rogers, Rebecca. (2004). “An introduction to critical discourse analysis in education” In R. Rogers (ed). An Introduction to Critical Discourse Analysis in Education, Mahwah, New Jersey, London: Lawrence Erlbaum Associates, Publishers, 1-18.
  • Rosati, M.,& Stoeckl, K. (eds) (2012). Multiple Modernities and Postsecular Societies, London and New York: Routledge.
  • Rothgangel, M. (2013), Religious Education in Secular Germany from an Evangelical Perspective, in: Ednan Aslan und Margaret Rausch (Hrsg.) in cooperation with Sedef Sertkan und Zsofia Windisch, Islamic Education in Secular Societies (Wiener Islamstudien 4), Frankfurt a.M.: Peter Lang Edition, 117-124.
  • Sarrazin, T. (2010) Deutschland schafft sich ab. Wie wir unser Land aufs Spiel setzen. München: Random House.
  • Schmitt, C. (2005). Political Theology. Four Chapters on the Concept of Sovereignty. Trans. G. Schwab, Chicago and London: The University of Chicago Press.
  • Simon, W. (2000). “Kirchlichkeit” des religionsunterrichts. Trierer Theologische Zeitschrift,109 (4), 253-269. Terry, Paul R. (1997). “Habermas and education: Knowledge, communication, discourse,” Curriculum Studies, 5 (3), 269-279.
  • Tibi, B. (1998). Europa ohne Identität, Die Krise der multikulturellen Gesellschaft. München: C. Bertelsmann. Ungureanu, C., & Monti, P. (2017). “Habermas on religion and democracy: Critical perspectives”, The European Legacy, 22 (5), 521-527.
  • ZMD (Zentralrat der Muslime in Deutschland) (2002). “Islamic Charta”, https://www.zentralrat.de/3037.php [Erişim: 20.11.2002]
  • Analiz Edilen Ders Kitapları Coşkun, A. B., Kurtbecer, R., Kesici, B., & Dağaslanı, E. (2018). IKRA 3. Mein Islambuch. Grundschule 3, 2. Auflage, Köln: PLURAL Publications GmbH.
  • Erkan, S., Lubig Fohsel, E., Solgun Kaps, G., & Ucar, B. (2018). Mein Islambuch. Grundschule ½. Berlin: Cornelsen Verlag GmbH, 4. Baskı.
  • Kaddor, L., Müller, R., & Behr, H. H (yay. haz.). (2017). Saphir 7/8. Islamisches Religionsbuch für junge Musliminnen und Muslime. Kösel-Verlag, München, 2. Auflage, 1. Druck.
  • Kaddor, L., Müller, R., & Behr, H. H. (yay. haz.). (2020). Saphir 5/6. Religionsbuch für junge Musliminnen und Muslime. Kösel-Verlag, München, 3. Auflage, 3. Druck.
  • Khorchide, M. (2012). (yay. haz.). Miteinander auf dem Weg 1/2. Islamischer Religionsunterricht, Stutgart: Ernst Klett Verlag GmbH.
  • Khorchide, M., Yılmaz, B., & Döbber, F. (Yay. Haz.) (2015). Miteinander auf dem Weg 3/4. Islamischer Religionsunterricht, Erns Klett Verlag GmbH, Stutgart.
  • Lubig Fohsel, E., Solgun Kaps, G., Baysal Polat, S. (2017). Mein Islambuch 3, Berlin: Cornelsen Verlag GmbH, 2. Baskı.
  • Shakir, A. (2020). Islamstunde 8. Die Anderen respektieren. Religionsbuch für die Sekundarstufe I. Oldenburg Verlag, Wien, im VERITAS-VERLAG, Linz, 3. Auflage.
  • Ucar, B. (2012). Ein Blick in den Islam, 7/8. Hückelhoven: Schulbuchverlag Anadolu GmbH.
  • Ucar, B. (2019). Bismillah-Islam verstehen. Arbeitsheft für den Islamunterricht 6. Braunschweig: Bildungshaus Schulbuchverlage.
There are 62 citations in total.

Details

Primary Language Turkish
Subjects Migration Sociology
Journal Section Research Article
Authors

Kemal İnal This is me

Publication Date May 18, 2023
Published in Issue Year 2023 Volume: 3 Issue: 1

Cite

APA İnal, K. (2023). Bir Göç Toplumu Olarak Almanya’da İslam Din Eğitimi Habermas’ın Postsekülerist Entegrasyon Çözümü. İnsan Hareketliliği Uluslararası Dergisi, 3(1), 14-49.