Neuschwanstein Castle, Germany
By ALISON SMALEJAN. 6, 2014 THE NEW YORK TIMES
FRANKFURT — For the first time, German public schools are offering classes in Islam to primary school students using state-trained teachers and specially written textbooks, as officials try to better integrate the nation’s large Muslim minority and counter the growing influence of radical religious thinking.
The classes offered in Hesse State are part of a growing consensus that Germany, after decades of neglect, should do more to acknowledge and serve its Muslim population if it is to foster social harmony, overcome its aging demographics and head off a potential domestic security threat.
The need, many here say, is ever more urgent. According to German security officials and widespread reports in the German news media, this past semester at least two young Germans in Hesse — one thought to be just 16 — were killed in Syria after heeding the call for jihad and apparently being recruited by hard-line Salafist preachers in Frankfurt.
Such cases have stirred alarm not only that some young Germans are increasingly feeling alienated and vulnerable to recruitment, but also that they will eventually bring their fight home, along with new skills in the use of weapons and explosives gained on distant battlefields. Other parts of Europe with expanding Muslim minorities — including France, Britain, Spain and Scandinavian countries — are facing similar challenges of integration and radicalization.
The Hesse curriculum effectively places Islamic instruction on equal footing with similarly state-approved ethics training in the Protestant and Catholic faiths. By offering young Muslims a basic introduction to Islam as early as first grade, emphasizing its teachings on tolerance and acceptance, the authorities hope to inoculate young people against more extreme religious views while also signaling state acceptance of their faith.
Parents have the option to enroll their children in the religious education classes offered in the district. Nurguel Altuntas, who helped develop the Hesse program at the state’s Ministry of Education, said the sign-up for 29 classes in immigrant-heavy districts was enthusiastic.
For German authorities, countering the expansion of more radical religious thinking has presented a vexing problem. For now, the domestic intelligence service keeps close watch on a growing number, with 4,500 Salafists under observation in 2011 and 5,500 in 2012, according to an annual government report. The figures for 2013 are not yet available, but “we are reckoning with another increase, whether sharp or gradual I cannot say,” said a security official, speaking on the condition of anonymity.
Increasingly, attention has turned to education and ways to nurture greater inclusion for Germany’s approximately four million Muslims, a number that has steadily increased since German industry recruited the first Turks as “guest workers” in the 1960s. How to integrate that minority has long been a source of tension in a country of more than 80 million that has also struggled with — and even resisted — absorbing Christian and European outsiders into the fabric of German life.
Additional Reading
Shariah and Constitution: A Personal Journey
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Categories: Europe and Australia, Germany
This is a very good plan for the mutual benefit of mankind and must be promoted and encouraged. The free flow of ideas is the most important of fundamental human rights, essential for the survival of the fittest.
Is there any Ahmadi teacher in these ‘state trained’ teachers on Islam? What role Ahmadiyya Jamaat is playing in this introduction of Islam to the German nation?
Can you mix oil with water. Islam is like oil. Its fire and any where they go , peace is destroyed. They have no concept of nation ,love and responsibility.
Dear Sahani
Would you care to read the following article:
Shariah and Constitution: A Personal Journey
Aziz Bhatti!
By the blessings of Allah AMJ is most important part and parcel in this whole issue. Second partner is Turkish org DITIB. Curriculum has been prepared with consent of AMJ. Ahmadi children have enrolled in large number. Teaching staff also inlcude member of AMJ.
@Sahani. Your concept of Islam needs polishing. Read Ahmadiyya Islam and remove your wrong notions. Just by chance for one week I was in Ghana. Its Christian dominated country. However, when asked secret about peace in Ghana every one included teachings and practices of Ahmadiyya Islam also one cause.
The Muslim community has been passing through a phase of fourth Crusades. The battleground is the field of education, where the young generation will be educated properly with the Holly Quran in one hand and Sciences in other hand to serve the British society and the world at large. A true Muslim is a citizen of the world, which has become a small global village. We are going to prepare our youth to achieve that objective in the long run. A true Muslim believes in Prophet Moses and the Prophet Jesus and without them one cannot be a Muslim. My suggestion is that in all state, independent and Christian based school special attention should be given to the teaching of Comparative Religion and Islam should be taught by qualified Muslim Teachers to make the children aware the closeness of Islam to Christianity and Judaism which will help them to think about Islam, as “A Pragmatic and Modern Way of Life,” during their life time.
You better teach your children in your own schools and let migrant communities teach their children according to their needs and demands. British Establishment and society should concentrate on the evils of their own society and stop trying to change the way of life of Muslims. Muslim community does not want to integrate with the British society, indulging in incivility, anti-social behaviour, drug and knife culture, binge drinking, teenage pregnancies and abortion. Prince Charles, while visiting the first grant maintained Muslim school in north London, said that the pupils would be the future ambassadors of Islam. But what about thousands of others, who attend state schools deemed to be “sink schools”? In education, there should be a choice and at present it is denied to the Muslim community. In the late 80s and early 90s, when I floated the idea of Muslim community schools, I was declared a “school hijacker” by an editorial in the Newham Recorder newspaper in east London. This clearly shows that the British media does not believe in choice and diversity in the field of education and has no respect for those who are different. Muslim schools, in spite of meager resources, have excelled to a further extent this year, with couple of schools achieving 100% A-C grades for five or more GCSEs. They beat well resourced state and independent schools in Birmingham and Hackney. Muslim schools are doing better because a majority of the teachers are Muslim. The pupils are not exposed to the pressures of racism, multiculturalism and bullying.
There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries. Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands.
Iftikhar Ahmad
London School of Islamics Trust
http://www.londonschoolofislamics.org.uk