DRUŠTVENA KONSTRUKCIJA KOGNITIVNIH SHEMA IZ SISTEMSKE RELACIJE SA ŠKOLKSOM NASTAVOM ISLAMSKE VJERONAUKE
SOCIAL CONSTRUCTION OF COGNITIVE SHEMAS FROM A SYSTEMIC RELATION WITH SCHOOL TEACHING OF ISLAMIC RELIGIOUS EDUCATION

Summary/Abstract: Starting from the social constructivist assumption about social relations as the basic of knowledgethat is, the representation of our version of knowledge that arises in everyday huma interaction, and not as a product of objective observation of the world-we pose the research question: How is Islamic Religious Education constructed in schools, in terms of its dominant orientation toward traditional sources and authorities, with an overwhelming reliance on the analysis of historical facts and a conservative understanding of islamic teachings, or toward a critical approach to traditional interpretations, exploration of symbolism, metaphors and multilayered meanings of secular and religious experiences, as well as the (non)presence of contemporary social issues and philosophical concepts in shaping and changing the understanding of Islam? The context for interpreting the results in determined by the insight that cognitive experience is part of a broader system of general human experience, which, thanks to being encoded in language, becomes established throughout social history. Therefore, consequences of today's approach in school teaching of Islamic Religious Education for exceed this moment and are thus research-wise intriguing and important. The research methodology is qualitative, triangulating expert interviews and observation. The evalutaion of the obtained data is conducted through Mayring's qualitative content analysis.

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