New orientations in defining the teaching content of Islamic religion

Abstract

This paper treats the field of religion teaching curriculum assuming that stronger changes in the content would make a step forward to a more fruitful and better curriculum. The proposal for changes is directed toward introducing content which would be more familiar and important for religion students of a certain age, as well as towards connecting everyday student experience with Qur’an message. Arguments for such an approach are based on contemporary achievements in pedagogy and psychology related to the youth and on Islamic quality of cognition which originates from human emotionality and intuitiveness. We consider this approach as a way of integration of religion into young people lives, where the faith in Allah Almighty becomes an element of their identity. Methodical implementation is designed through the Bloom’s taxonomy of teaching sensitivity, which presents gradual and elaborated instruction in which pedagogically and psychologically educated teacher of Islamic teaching can lead students of religion enabling their everyday experience to become a space of their encounter with Qur’an and Sunnah. Positive reflection of this would mean changes in religion teaching curriculum both in primary and secondary school. The changes would be expressed through observing anthropological opening of such a curriculum. Starting from student’s personality this would lead a student to Qur’an and Sunnah. In such a perspective upbringing in Islam means directing of young people to understand themselves and their everyday life until Islam becomes a key for interpreting of their existence.

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