Zorunlu Din Dersi

Türkiye'deki Din Kültürü ve Ahlak Bilgisi dersinin (din eğitiminin) anayasal tarihi ile İnsan Hakları Avrupa Mahkemesi kararlarının (Hasan ve Eylem Zengin kararı, Mansur Yalçın kararı) Türkiye'deki yansıması üzerinde durulmuştur. Çalışma Helsinki Yurttaşlar Derneği'nin yürüttüğü bir proje için kaleme alınmıştır.

12 Eylül Anayasası ile Türkiye'nin gündemine giren zorunlu din dersleri, o günden bu yana güncelliğini koruyor. Din kültürü ve ahlak bilgisi adı altında yürütülen ve anayasa gereği zorunlu olan bu dersler, bir görüşe göre dinler ve mezhepler üstü bir içeriğe sahip. Diğer bir görüşe göre ise İslam'ın ve özellikle de onun Sünni mezhebinin yaklaşımı dersin müfredatına tam anlamıyla yan sımış durumda. Bu tartışmalar sürerken, Avrupa İnsan Hakları Mahkemesi (AİHM/Mahkeme) ve ardından da Danıştay'ın zorunlu din derslerine ilişkin yeni içtihatlarının konuya farklı bir boyut kazandırdığı söylenebilir.

THE COMPARASİON OF THE RELİGİOUS INSTRUCTION COURSES
AMONG TURKEY, HAMBURG AND ZURICH’

Summary
In this study, we compared the religious education programs of Turkey, City of Hamburg and Canton of Zurich and put forth the similarities and differences between them. First we introduced the religious education programs and then we explained ; the history of lessons, legal, social and cultural foundations of the lessons, types and status of lessons, teachers, books and materials of the lessons, structural explanations of the programs, educational and religious approaches and principals of practice. After that we evaluated the foundations of religious education programs. In evaluated programs, it’s seen that beside giving basic religious knowledge and abilities, it is deemed important to make students understand how to think more, how to understand each other, how to control themselves and how to appreciate their differences to live happily and peacefully in their multicultural habitat together. Acquisitions are analyzed according to Bloom’s Taxonomy and cross validated to digital information. As a result of the comparison of these three different culture’s religious education programs; in Turkey, despite the fact that the course is named “Religious Culture and Ethics” and includes the word “culture”, the reason for the existence of affective and psychomotor acquisitions beside cognitive acquisitions, is the Ethics part of the program. In Hamburg Religion Lesson, the presence of affective, psychomotor and cognitive acquisitions shows that it is an appropriate lesson. But in Zurich “Religion and Culture” lesson, has no room for psychomotor acquisitions and less room for affective acquisitions, instead they focused on cognitive acquisitions. As you can understand from the name of the lesson, it is a social lesson. Consequently, in this study, acquisitions of religious education programs of different countries are analyzed and similarities and differences of them are put forth.

Key Words: Religious Education, Religion Lesson, Religious Culture, Bloom’s Taxonomy, Acquisition