Abstract
In the current Islamic religious education discourse in Europe, a process is visible that reflects critically on the traditional teacher-centered and content-oriented concepts of education. It focuses the subjects and their lives in religious education rather than the content itself. In consequence, the question is arising on which hermeneutical and theological foundations such a subject- and context-specific Qurʾānic didactics can be founded: Which concept of revelation/Scripture could ensure an adequate Qurʾānic didactics? Which hermeneutical-exegetical approach could make possible a dialogical relationship between the Scripture and the subjects? These questions were discussed in a comprehensive study. This article presents some of the study results. Firstly, some areas of tension with regard to the reception of the Qurʾān and, related to this, the respective hermeneutical-exegetical as well as the didactical handling of the Qurʾān in subject- and context-specific religious educational processes are pointed out. Subsequently, two currently relevant models of revelation/Scripture as well as the historical-contextual exegesis are reflected from an educational perspective against the background of the described paradigm shift in Islamic education and their possibilities and limitations for a corresponding Qurʾānic didactics are discussed. An outlook on the hermeneutical-theological foundation of a contemporary Qurʾānic didactics concludes the article.
Highlights
Scriptures have very high relevance for believers: They have, among other things, a meaningful, life- and identity-giving function and provide orientation
Tural concepts from a religious education perspective in order to be able to illuminate their potential for the establishment of a subject/learner- and context-specific Qurānic didactics
If we first look at the instructionist concept of Scripture, it becomes apparent that a predestined, suprahistorical concept of the Qurān, which provides for a literal reading, hardly considers the lived reality of the current recipients in the current socio-cultural context. It does not ask in which life contexts the present recipients move, which questions, interests and needs they have, how the Qurān expresses itself in these local contexts and the global context as a whole, and how it can be made meaningful for the subjects in that context, as the subject- and context-orientation as an attitude requires it in its self-understanding
Summary
Scriptures have very high relevance for believers: They have, among other things, a meaningful, life- and identity-giving function and provide orientation. The question that the author addressed in studying with regard to developments in Islamic religious education and the self-understanding of the Holy Scriptures is on which hermeneutical and theological foundations Qurānic didactics that takes the subjects and their life worlds seriously can be founded (Çaviş, 2021). In this context, two questions arise in the first place that should be answered: 1) Which concept of Scripture and 2) which Qurānic exegetical approach could guarantee learner-centered and context-specific Qurānic didactics?. Tural concepts from a religious education perspective in order to be able to illuminate their potential for the establishment of a subject/learner- and context-specific Qurānic didactics (see Çaviş, 2021, p. 25−26)
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