Titlebook: Religious Diversity at School; Educating for New Pl Ednan Aslan,Marcia Hermansen Book 2021 The Editor(s) (if applicable) and The Author(s),

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https://doi.org/10.1007/978-3-658-31696-9Islam; Religious Education; Integration of Migrants; Migration, ethics and Religion; Migration and Relig

瘙痒

Ednan Aslan,Marcia HermansenConcerning ?School, Migration and Religious Education.Plurality, Diversity and Teacher Education.About Integration of Muslim Children

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The Teacher Training Program for Islamic Religious Education in the German State of Hesseund of the introduction of Islamic religious education in Germany, the focus is on the content and skills involved in studying Islamic religious education in Giessen. The chapter will outline the curricular foundations of teaching this subject as well as the academic profile of Islamic theology and religious education in Giessen.

天文台

978-3-658-31695-2The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Fachmedien Wies

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Religious Diversity at School978-3-658-31696-9Series ISSN 2570-222X Series E-ISSN 2570-2238

Osmosis

The Religious Educational Habitus of Islamic Religion Teachers. A Reconstructive Study of Collective Bourdieu’s concept of habitus, the project aims to elucidate what guides them in their approaches to religious and interreligious learning. The empirical study is intended to yield valuable insights into both religious educational practices and the possibilities and limits of team-taught, interfaith lessons.

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牛马之尿

The Fundamentals of Christian-Islamic Dialogue from an Islamic Perspectiven focuses on three referential points in the qur’anic text: recognition of previous prophets, accepting salvific elements of other religions, and the differentiated consideration of members of other religions, which can be fruitful for developing a basic framework for interreligious dialogue.

obligation

Book 2021 primary and secondary schools that are becoming increasingly diverse in terms of the ethnic and religious backgrounds of pupils. From the non-religious, to the refugee, to student fundamentalism and even radicalization­—these multiple, fresh approaches analyze the dynamics of the changing pedagogic