Der sunnitische Islam Möglichkeiten und Grenzen zum Umgang mit muslimischer religiöser Vielfalt im demokratisch säkularen Kontext

Abstract

This article examines  the viability of traditional Islamic teaching concepts in Germanyʼs secular‑democratic context – particularly the concept of iǧāza (authorization to teach) – and their potential relevance for Islamic religious education. To this end, historical developments, conceptual understandings, and contemporary applications of the iǧāza are critically analyzed on the basis of theological and religious‑pedagogical literature. The analysis shows that classical concepts such as the iǧāza can only be transferred to the German educational context to a limited extent, while nonetheless offering points of connection for a plural Muslim society.