[Grem] What Muslim secondary school pupils object to learning in French schools ...
Emoke Greschik
greschem at gmail.com
2016. Sze. 3., Szo, 19:29:52 CEST
* by Yves Mamou <https://www.gatestoneinstitute.org/author/Yves+Mamou>
September 1, 2016 at 5:30 am*
*https://www.gatestoneinstitute.org/8793/france-secession-muslims
<https://www.gatestoneinstitute.org/8793/france-secession-muslims>*
"............
Many of the Muslims in secondary schools began objecting to the school
curriculum, according what is *halal* (permitted) or *haram* (forbidden):
"Very frequently there is a refusal or an objection to certain kinds of
literary works. Philosophers of the Age of Enlightenment, especially
Voltaire and Rousseau, and all the philosophical works who submit religion
to rational examination. 'Rousseau is contrary to my religion,' explained
one student while leaving the class before the end. Molière and especially
"Le Tartuffe" -- a satire of religious bigotry -- were the most popular
targets: there was refusal to study, refusal to play, refusal to attend or
else disturbances when actors were on stage. The same rejection applied to
literary works that many considered licentious, (example, "Cyrano de
Bergerac"), free-thinking or in favor of the freedom of women (*Madame
Bovary* by Gustave Flaubert). They also refuse to study authors such as
Chretien de Troyes because they believe the goal of that teaching is to
promote Catholicism... There is every indication that students are
encouraged from the outside to distrust everything the teacher can teach
them, and to distrust any food proposed to them at school's cafeteria. They
are encouraged to select what they want to learn according the religious
categories of halal and haram".
In trying to teach history, the problems -- perhaps not for everyone but
for many -- were worse:
"On a general matter, everything that is connected to history of
Christianity and Judaism is a matter to be contested. There are many
examples, some surprising: refusal to learn about the construction of
cathedrals, or to open the history book on a page where there is a
reproduction of Byzantine church. They also refuse to learn about
pre-Islamic religions in Egypt or the Sumerian origin of writing. Sacred
history is continuously opposed to factual history. The objection becomes
the norm and can escalate to radicalization when the program addresses
sensitive issues such as the Crusades, the genocide of the Jews (they
negate the reality of the Holocaust), Israeli-Arab wars and the Palestinian
problem. In civic education, secularism is considered anti-religious".
............"
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