Fransa’nın Alsace-Moselle Bölgesi Devlet Okullarında Din Eğitimi

Kendine özgü laiklik anlayışıyla din ve devletin kesin hatlarla birbirinden ayrıldığı Fransa’da, eğitim sistemi de bu anlayış doğrultusunda yapılanmış, din ve inançlara resmi eğitim sistemi içerisinde yer verilmemiştir. Ancak, Fransa’nın Alsace-Moselle bölgesi bunun istisnası sayılabilir. Günümüzde Fransa’nın sınırları içerisinde yer almasına rağmen, kendine özel tarihi geçmişi dolayısıyla bu bölge, din eğitimi yaklaşım ve uygulamaları bakımından Fransa’nın diğer bölgelerinden ayrılmaktadır. Literatür incelemesi yoluyla verilerin toplandığı bu çalışmada; Alsace-Moselle bölgesinin, devlet okullarında din eğitimi lehine sahip olduğu ayrıcalığın hangi nedenlere dayandığı, bu bölgede din eğitiminin yasal dayanaklarının neler olduğu, hangi din eğitimi yaklaşım veya modellerinin benimsendiği, din eğitimi bağlamında hak ve özgürlükler açısından farklı din veya inanç mensuplarının, hususen Müslümanların, durumlarının ne olduğu sorularına yanıtlar aranmıştır. Bu araştırma neticesinde, Alsace-Moselle bölgesindeki devlet okullarında din eğitiminin, muafiyet hakkını da içerecek tarzda, zorunlu ve mezhebe/dine dayalı olduğu, genel organizasyonu ve finansmanının devlet tarafından yapıldığı, din eğitimi alanında tanınan ayrıcalıkların devlet tarafından kabul edilen (culte statutaire) dört kült ile sınırlı olduğu, bölgenin kendine has tarihi geçmişi ve günümüzde cari olan yasal hak ve sınırlılıklar dolayısıyla İslam ve diğer din ve inançları kapsamadığı tespit edilmiştir.

Anahtar Kelimeler:

Din eğitimi, Fransa, Alsace-Moselle, Din ve laiklik, Din öğretimi

Religious Education in Public Schools of Alsace-Moselle in France

In France, where religion and state are separated from each other with a unique understanding of secularism, the education system is structured in line with this understanding, and religion and beliefs are not included as a core subject in the formal education system. The Alsace-Moselle region of France, however, is an exception. This region, where religious education is compulsory in public schools, differs from other regions of France in terms of religious education approaches and practices. This study aims to study religious education in public schools in Alsace-Moselle, and seeks answers to the following questions: what is the historical background of the privilege of this region in favor of religious education? What is the legal basis of religious education in public schools in this region? Which models or approaches do religious education take? What is the main structure of the religious education program regarding its purpose and content? What is the status of various religious groups, especially Muslims, regarding opportunities for religious education in public schools? The data obtained in this study, which was carried out through survey and literature review in qualitative research design, was analyzed through historical and descriptive analysis. The data on the content of religious education programs in public schools were obtained by examining documents prepared by official bodies or institutions authorized to represent the state. The article first examines the historical background that laid the groundwork for the unique status of Alsace-Moselle in terms of religious education in public schools. Subsequently, it reveals the legal basis for religious education. The paper explores which approaches to and aims of religious education adopted in schools and for what purposes and in which context religious education is structured in programs. Through historical analysis, the authors also explore the reasons for the unique situation of religious education in public schools in the region. Finally, the article investigates the status of various religious groups regarding the possibility of benefiting from religious education services in schools. The results of the research indicate that the legal basis of religious education in public schools in Alsace-Moselle went back to the agreement of July 15, 1801, called Concordat. The Falloux law of March 15, 1850, which includes regulations on religious education, also provides exceptional opportunities for recognized religions/sects. Although a law adopted in 1905 separated the church and state affairs in France, the Alsace-Moselle region was not exposed to the possible adverse effects of the said regulation on religious education, because it was under German rule the then. Therefore, in this period, the same privilege continued in favor of religious education. The effects of this historical past of the region in favor of religious education continue in the present day. Today, religious education in the primary (élémentaire), secondary (collège), and high schools (lycée) in Alsace-Moselle are compulsory. It is carried out in a confessional approach, which aims to educate the members of the religion that is taught and to strengthen the beliefs of children towards the religion they belong to. This approach allows each student to learn his/her religion and belief from a teacher who is a holder of that belief. In this approach, students are taught other religions as well as their own religions, but other religions or denominations are presented from the perspective of their own religions/sects. Religious education in public schools is organized and funded, in general, by the state. The state pays salaries of religious education teachers of the recognized cults. However, the content of religious education is determined by the relevant religious parties and put into practice after the approval of the state officials. Representatives of each religion/sect are responsible for conducting their own religious instruction. The state has the right to oversee the prepared religious education program. With the education law enacted on March 14, 2008, weekly teaching time in primary schools was determined as 24 hours, one hour of which was devoted to compulsory religious education. It has been decided that, in the last three years of elementary school, one-hour time can be added to the religious education course if certain conditions are met. Today, although a confessional approach has been adopted in the primary, secondary, and high schools of Alsace-Moselle, for reasons such as secularization, religious pluralism, decline in religious instruction, and the risk of children becoming involved in radical religious movements, local laws are gradually being adapted to new conditions, and in this context, inter-confessional (interconfessionnel) religious education courses are now available in some school programs. However, the processing of religious education in accordance with the inter-confessional approach is subject to the approval of the religious authorities. In the Alsace-Moselle region, there are only four cults (religions/denominations) that have the privilege of state-funded religious education in schools: Catholicism, Calvinism, Lutheranism, and Judaism. Since the opportunities offered by the state are limited to these cults, students belonging to religious groups other than these four cult members cannot benefit from the opportunity to receive religious education at school. Finally, although a relatively positive attitude was adopted in the Alsace-Moselle region concerning religion-state relations, likely due to the strict French interpretation of secularism, it is also seen that, from time to time, new legal regulations have been made which restrict the religious rights and freedoms of religious groups in the minority, and consequently, prohibit the wearing of clothes or signs that show the religious belonging of the students in public schools.

Keywords:

Religious education, France, Alsace-Moselle, Religion and secularism, Religious instruction,

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