Publisher : SZIG/CSIS-Studies - Fribourg
French
Religious Diversity, Interreligious Perspectives, and Islamic Religious Education in Switzerland: Current Situation and Room for Maneuver
Twenty years ago, the first pilot projects of Islamic religious education (IRE) in public schools in Switzerland caused a stir in some parts of the country. From a pedagogical perspective, the rationale for IRE, analogous to confessional Christian education, was undisputed, as it was about guiding children and young people in German in their first steps towards forming their own capacity for religious language. However, today there are only a handful of IRE projects, all of which are also located in German-speaking Switzerland. At the same time, specialized circles in Switzerland and other European countries were debating what form of religious education could be most appropriate for children and young people today. Does confessional teaching in schools (still) make sense? And if so, what should be the role of religious communities in this context? And how should religion be dealt with in other school subjects? The debates around confessional IRE as well as around “neutral” teaching about religions, potentially covering any religion, are set in the context of the megatrends of secularization, individualization, and pluralization, but also of sometimes emotionally charged societal debates around Muslim women and men as the largest religious minority.
Il y a vingt ans, les premiers projets pilotes d’enseignement religieux islamique (ERI) à l’école publique en Suisse ont fait grand bruit en certains endroits du pays. Sur le plan pédagogique, la raison d’être d’un ERI, de manière analogue à l’enseignement chrétien confessionnel, était incontestée, puisqu’il s’agissait de guider en langue allemande enfants et jeunes dans leurs premiers pas vers la formation d’une capacité de langage religieux propre. On ne compte pourtant aujourd’hui qu’une poignée de projets d’ERI, tous implantés, de surcroît, en Suisse alémanique.
À la même période, les milieux spécialisés en Suisse comme dans d’autres pays européens débattaient pour déterminer quelle forme d’éducation religieuse pouvait être la plus adaptée aux enfants et aux jeunes aujourd’hui. L’enseignement confessionnel à l’école a-t-il au juste (encore) un sens ? Et si oui, quel doit être le rôle des communautés religieuses dans ce contexte ? Et comment la religion doit-elle être traitée dans d’autres disciplines scolaires ? Les débats autour de l’ERI confessionnel comme autour d’un enseignement “neutre” sur les religions, portant potentiellement sur n’importe quelle religion, s’inscrivent dans le contexte des mégatendances que sont la sécularisation, l’individualisation et la pluralisation, mais aussi de débats de société, parfois à forte teneur émotionnelle, autour des musulmanes et musulmans en tant que plus grande minorité religieuse.
قبل عشرين عامًا، أثارت المشاريع التجريبية الأولى لتعليم الدين الإسلامي في المدارس العامة في سويسرا ضجة كبيرة في بعض أنحاء البلاد. من الناحية التربوية، كان مبرر وجود تعليم الدين الإسلامي، على غرار التعليم المسيحي الطائفي، لا جدال فيه، إذ كان الهدف هو توجيه الأطفال والشباب باللغة الألمانية في خطواتهم الأولى نحو تكوين قدرة لغوية دينية خاصة بهم. ومع ذلك، لا يوجد اليوم سوى حفنة من مشاريع تعليم الدين الإسلامي، وكلها موجودة في سويسرا الناطقة بالألمانية. في نفس الفترة، ناقشت الأوساط المتخصصة في سويسرا وفي بلدان أوروبية أخرى الشكل الأنسب للتربية الدينية للأطفال والشباب اليوم. هل التعليم الطائفي في المدرسة له معنى (لا يزال)؟ وإذا كان الأمر كذلك، فما هو دور الجماعات الدينية في هذا السياق؟ وكيف ينبغي التعامل مع الدين في المواد الدراسية الأخرى؟ تندرج النقاشات حول تعليم الدين الإسلامي الطائفي وكذلك حول التعليم “المحايد” للأديان، والذي يمكن أن يشمل أي دين، في سياق الاتجاهات الكبرى مثل العلمنة والفردنة والتعددية، وكذلك في سياق النقاشات المجتمعية، التي تكون أحيانًا عاطفية للغاية، حول المسلمات والمسلمين باعتبارهم أكبر أقلية دينية.
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