Religious Teaching at Primary School 1st and 2nd Grade: An Examination of Mein Islambuch 1-2 Textbook, Used at German Public Schools, in Terms of Content Features

Abstract

Religious education begins with the age of compulsory education and takes place in the integrity of basic education in various countries of the world. As for our country, within the scope of formal education religious education starts at the 4th grade of primary school. In the 19th National Education Council held in 2014 a recommendation was made for teaching the Religion Culture and Moral Knowledge course at the 1st, 2nd and 3th grades of primary school in Turkey. However, there is no experience and educational background related to religious education at these classes. At this point, it is clear that academic studies that will form the basis of this field are needed before a decision is put into practice in this direction. Based on this idea, this study aims to examine a religion course given at the 1st and 2nd grades of primary school through a sample textbook. For this purpose with criteria sampling method Mein Islambuch 1/2 textbook prepared for Muslim children in Germany was chosen and analyzed by document analysis and descriptive analysis under the category of "content features". Findings revealed that the topics are handled with a content and simplicity appropriate to the age, daily life and experience of the pupil by making examples through religious motifs that the pupil sees around her/him. However, there are also some controversial issues for concrete operational stage primary school children.Summary: In many countries of the world, courses on religious teaching start from preschool and continue from first grade until the last grade. Regarding the scope and models of these courses there are different applications in various countries. As for our country, the Religion Culture and Moral Knowledge course is compulsory with the 24th article of the 1982 Constitution. Although, in the relevant paragraph of the constitution, the expression of "Religious culture and moral education is among the compulsory courses taught in primary and secondary education institutions" is wide enough to cover both primary and secondary education, this course is taught from the 4th grade of primary school in practice. In the 19th National Education Council held in 2014, a recommendation was made for teaching the Religion Culture and Moral Knowledge course at the 1st, 2nd and 3th grades of primary school. However, there is no experience and educational background related to religious education at these classes. It is obvious that primarily academic studies that will form the basis of this field are needed. Based on this idea, this study aimed to examine a religion course given at the 1st and 2nd grades of primary school through a sample textbook. Accordingly, Mein Islambuch 1/2 textbook prepared for Muslim children in Germany was analyzed by document analysis in terms of its content features. Analysis themes determined in this direction were as follows: "Individual and Social Focused Issues", "Belief in Allah-Creation Issues", "Faith-Worship Issues", "Prophets-Qur'an Issues" and "Religions-Holidays". The main question of the research was: "What are the content features of a religious textbook for Muslim students written at primary school levels?" With the results revealed by this research, it is expected to shed light on the studies to be carried out for a course likely to take place at these grade levels in our country.Basic findings of the study, obtained within the scope of the five analysis themes, are as follows: Within the scope of individual and social focused issues, emphasis was identified that Muslim students living in a multicultural society should recognize and introduce their own identity while trying to recognize their interlocutors. It is also emphasized in the book that although there are disagreements with siblings and friends from time to time, they should discover each other's common aspects. In addition, it was also seen that an ideal Muslim family life is depicted as family elders are valued, parents and children share domestic responsibilities, the family spends time together effectively, and the children can perform some works independently.In the context of belief in Allah-creation issues, the names and attributes of Allah are given and illustrated by various visuals, verses and poems supporting the subject that Allah created the whole universe and possesses infinite power and might. It is also stated in the book that it is impossible to see God by eye but based on what He created His power can be seen and felt. It was determined that this content is presented in a level and scope in which seven-toeight-year-old children can recognize and discover the universe with their own experience, in accordance with their age, experience and level of development.Within the scope of the theme of faith-worship issues, basic subjects and concepts are included. It was determined that there is neither detailed information about prayer nor surahs for students to learn, read, memorize for prayer. It was also seen that this content is processed at the minimum basic level of religious-cultural knowledge for the child's own religion.In the context of the prophets-Qur'an issues it was seen that mainly issues related to Prophet Muhammad are included. In this context, his birth, childhood, youth and a section from his life on his love and compassion for all living things is presented. As for the Qur'an, it is introduced generally and surahs of Ihlas, Asr, Fatiha and Nas are shared in Arabic as a whole, and then transcribed and translated by each verse individually.Within the scope of the theme religions-holidays, Ramadan and sacrifice festivals are dealt mainly with importance and focus on socio-cultural dimensions. Besides, the holy days, temples, holy book names and holidays of Jews and Christians, especially Christmas and Easter holidays, are outlined.The textbook is generally in a content and simplicity suitable for the developmental characteristics of children. But it was determined that there are detailed descriptions on topics such as the Prophet Muhammads dialogue with Gabriel and his mood during the first revelation came and the story of Abraham sacrificing his son. It is debatable whether these details are appropriate for the level of development of a primary school child, who is still in the concrete process period, and therefore this content should be reviewed in accordance with psychology of religion findings and educational principles.This textbook is structured for Muslim students in a confessional model within the scope of Germany's religious education models. However, it was determined in the study that the issues are not processed with scientific knowledge or detailed/intensive explanations, but with the simplicity of basic religious-cultural knowledge. In addition, the content, taking into account the multicultural social structure of the country, provides students both the most basic principles and teachings of their religion, and also includes the core values of the dominant society in which they live. With this content, it can be said that the book can contribute to the pupils' developing their own religious identities while at the same time respecting other religious and world orientations and integrating them into the society they live in. In the light of the results of this research, in Turkey an ideal primary school religious teaching model can be developed within the framework of our religion-state relations, considering religious, cultural and social structure, suitable for expectations and needs, overlapping with psychological and educational principles.