Christianity in Turkish religious education

Kaymakcan, Recep

doi:10.1080/09596419908721187

Cited by 6 publications

(3 citation statements)

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“…In other words, it should not only deal with various orientations within the same religion but also address different religions and their worldviews and ethical understandings [28] (pp. [32][33][34][35][36][37][38][39][40].…”

Section: Religious Education Between 1980 and 2012mentioning

confidence: 99%

“…It is an informative class that addresses religious culture and general moral principles through a curriculum that includes information about different religions. However, Islam is the main emphasis of the curriculum because the majority of pupils are Muslim [34]. The curriculum addresses both multiculturalism and national issues [27].…”

Section: Religious Education Between 1980 and 2012mentioning

confidence: 99%

“…According to Kant, we can reach real moral knowledge with a pure practical mind [49] (pp. [34][35][36][37]. According to Moore, people can discover good or bad morality through intuition [48] (p. 54); and according to Rousseau, emotions apart from selfishness are the source of morality [50] (p. 152).…”

Section: Values Education or Religious Education?mentioning

confidence: 99%

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Values Education or Religious Education? An Alternative View of Religious Education in the Secular Age, the Case of Turkey

Genç

2018

Education Sciences

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Debates about the teaching of religion date back to the formation of the modern education system, when religion was first compartmentalized as a distinct subject within a broader curriculum. In many places, they continue to rage today. In Turkey, they are inextricably tied to the creation of the country’s system of secular public instruction in the 1920s and the transition to multi-party government in the 1940s. On 30 March 2012, Turkey passed a new law that revamped the country’s public educational system, mandating twelve years of instruction divided into three four-year periods (roughly corresponding to elementary, middle, and high school). This law led to the opening of many new religious schools—known as Imam-Hatip schools (i.e., schools for the training of imams and hatips, or preachers)—across the country, especially at the middle-school level. The number of students studying in these schools rose from 70,000 in 2002 to 1,300,000 after the new law. New elective courses on religion were also added to the curriculum, and curricular and extra-curricular religious-education activities offered by government-sponsored Islamic civil society organizations became more prevalent. All of this has reignited old debates about religious instruction in the country. This article begins with an overview of the history of secularism in Turkey. It then focuses on the history of religious education and the model of religious education in Turkey. It concludes with a discussion of how religious education centering on values education operates within the secular framework of public education in confessional and non-confessional formats.

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