Wie kann der Islamische Religionsunterricht (IRU) vom Ansatz Matthew Lipmans profitieren? : eine Analyse am Beispiel eines Anwendungsfalls im Religionsunterricht

Abstract

In this article, it is the objective of the author to demonstrate how the pedagogy of Religious Education, and, therefore, also that of Islamic Education, may benefit from Lipman’s approach. The principles of thinking, which are discovered – and thereafter applied – through the experiences and lessons of Harry and his friends in Lipman’s children’s book Harry Stottlemeier’s Discovery, are the basis of his pedagogical method of “critical thinking”, which has, amongst others, the aim to teach children the ability to reason in a rational and analytical fashion. It does not suffice to instil knowledge in children, but they themselves have to become the tool, or the key, to the knowledge they acquire. In doing so, the inborn curiosity of children should be made use of. In dialogue and in exchange with each other, the children are encouraged to become agents and representatives of their own point of view, which exists next to many other equally valid opinions, and to substantiate it with rational and reasonable arguments. As the author puts forward, the Qurʾān appeals to human beings to be attentive and to think in a conscious and independent manner, thus underpinning the statement that Islam is compliant with methods that strengthen and assist thinking. Using a case of application in a class of religious education, the author develops ideas and shows possibilities in order to generate and strengthen rational reasoning in the class room.