A further rationale for Islam classes is to “immunize” Muslim students from fundamentalism, as Protestant leader Heinrich Bedford-Strohm put it.
Of particular concern is radicalization that might lead to violence. Since 2013, more than 1,000 people have left Germany to fight with or support the Islamic State and other terrorist organizations, most of them under 30.
It is hard to see how Muslim students could be “immunized” against fundamentalism if they are never taught what those fundamentalists believe, and from what verses in the Qur’an, and stories in the hadith, they derive their beliefs. If the students cannot learn about, and discuss, these verses and stories in a critical spirit — yes, to “immunize” them — how will they be able to withstand the polished presentations of the fundamentalists?
But some educators and politicians resist the notion that Islam has a place in German public schools.
“Besides the fact that we have much more important problems in schools, it can’t be true that a German bishop is promoting Islam,” Alexander Gauland, a leader of the far-right Alternative for Germany party, said after Bedford-Strohm voiced his proposal.
No studies have examined the effectiveness of Islam classes in preventing radicalization, according to Harry Harun Behr, a professor of Islam studies and pedagogy at Frankfurt’s Goethe University.
Still, he said, the classes are valuable because they show students their faith is as important as others taught in their schools and because they show Islam as a religion that is open to reflection and self-criticism.
In Mansur Seddiqzai’s class, how is Islam shown “as a religion that is open to reflection and self-criticism”? None of the verses that preach hatred of Infidels, making war on them, striking terror in them, are apparently being discussed. Can Professor Behr offer a single example of Islam being shown in these classes as open to “self-criticism”? Has there been any criticism — even any mention — of the verses expressing contempt for Infidels (“the most vile of created beings”) and telling Muslims not to take them as friends? The antisemitic and misogynistic verses apparently are also being completely overlooked, for had they been discussed, there would no doubt have been a comment in the article on how such dedicated teachers as Mansur Seddikzai have been “unafraid to tackle the most disturbing and divisive aspects of Islamic doctrine.” The only example of “reflection” that has been mentioned concerns the wearing of the hijab, and the Qur’anic ambiguity on the matter. That is not much.
At Seddiqzai’s school, where almost 95 percent of students are first- or second-generation immigrants, Islam class is highly popular. When he crosses the schoolyard, he can barely walk five steps without being stopped by a student wanting to tell him about grades, romances or plans for the future.
This conveys a soothing sense of normalcy — the schoolyard, the Muslim students who are just normal kids, with the usual problems kids have “about grades, romances, or plans for the future.” There’s no real difference, it is being suggested, between young Muslims and young Germans. Forget about those disturbing passages in the Qur’an and hadith. Forget about those 30,000 attacks by Muslim terrorists. Don’t let the hatemongers, the seehofers and the sarrazins of this world, fill you with anxiety. Relax. We’re diverse, but we’re also all the same. Diversity is our strength!
“What Mr. Seddiqzai is teaching me is not really something you learn at mosque,” said 17-year-old Yusuf Akar. “How to interact with non-Muslims who may not be sure how to interact with us. Or who are scared of us.”
But it is more than that, too. “It shows me I’m welcome here,” Akar said. “Because the school no longer demands that we distance ourselves from our religion. They accept it and even create an opportunity to learn about it. And that gives me the feeling that I’m part of this society.”
Yusuf Akar is right. It’s not so much a course on Islam as it is a course in raising Muslim self-esteem, making Muslims feel better about themselves, assuring them that they’ve been accepted, they’ve arrived, they’re “part of this society.” Islam is now taught, by Muslims, and for Muslims, in 800 German schools. What could be better? And it’s not just a course on Islam, putting its best face forward. It’s also a course in public relations, teaching Muslims “how to interact with non-Muslims,” how to put them at their ease, allay their groundless fears, let them see that Muslims are just like them, wanting only to be treated like all other German boys and girls. Who could object to that?