1. The Challenge: 3. A Worldview Framework
Selçuk/Valk - Skopia 2015

2. The Challenge: 4. Present a dynamic understanding of Islam
Islam as a vision of life and a way of life; an Islamic worldview
Many faces of Islam
Islam shaped by particular context (culture, tradition & history) in which it lives: past & present.
Qur’an is primary
But insights from other knowledges sources supplemental & important.
Qur’anic injunctions
To be understood in light of context from which they emerged.
Require interpretation
Basic freedom of belief
Freedom to explore Islamic principles; two central themes of Islam.
Selçuk/Valk - Skopia 2015

3. The Result: 1. Transformation of Islamic Religious Education
Islamic Project:
inter-religious;
deepened understanding of self & others
From information imposed to engaging the learner.
From fixed rituals & beliefs to freedom to explore Qur’anic principles.
From politicized/violent Islam to one of wisdom, guidance & direction for all of life.
From rigidly imposed beliefs/behaviours to a dynamic vision for life and a way of life.
From prescription to freedom to explore Islam anew.
Selçuk/Valk - Skopia 2015

4. The Results: 2. Comments by project members
Project allowed members to think systematically, creating new areas of thought.
Safe environment to explore new thoughts & ideas, even ask big questions.
Many gained a stronger connection to their Islamic tradition and beliefs. Many questions answered.
Asking the right questions leads to new insights.
Worldview framework & Socratic style of questioning led to new insights.
New insights lead to new questions.
Religion/Islam disassociated with violence.
Selçuk/Valk - Skopia 2015

5. The Results: 3. Valuable Resource for Religious Education Teachers
Engaging the learner
Invites all to take an active role in determining their own beliefs & values.
Creates a dynamic approach to one’s beliefs & values:
Continuous process of questioning, understanding, reflection, articulation & new questions.
A worldview approach:
Interdisciplinary & comprehensive.
Inclusive of all worldviews.
Selçuk/Valk - Skopia 2015

6. Conclusion Ignorance leads to stereotyping and violence
Education models need to engage the learner
Religions/Islam are dynamic
visions of life and ways of life.
Worldview framework with Socratic approach resulted in considerable growth among project members
Worldview approach to Islam (or any religious or secular worldview) is a valuable resource for religious educators/ teachers.
Selçuk/Valk - Skopia 2015

7. Thank You
Selçuk/Valk - Skopia 2015

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