درخت حوزه‌های تخصصی

Today, there is a need for a new approach toward the sea and sea-based sustainable development. Alfred Mahan, by presenting the theory of Sea Power, made the politicians pay special attention to the sea and navigation. To present the theory of Maritime Civilization, a theory building framework was used. The framework includes three steps, from the Descriptive stage (Observation, Categorization, and Association), to the Normative stage, based on the theoretical basis of the research. The present study, while confirming the positive points of the Alfred Mahan''s Sea Power theory, criticized the nature of thoughts behind the theory. By extracting the necessary terms from literature and research background confirming the positive and negative points of the Sea Power theory and by considering the framework of theory building in Management Science research, a theory called "Maritime Civilization" was presented instead of the Sea Power theory. The results of the study indicated that Sea Power theory has good positive points, however, Alfred Mahan''s approach to the sea is an authoritarian and domineering perspective that, firstly, contradicts values and ethics; secondly, the present discussions about sustainable development and the Green Environment criticize the Sea Power theory. Thus, the theory of Maritime Civilization is presented, according to which the maritime civilization is a civilization in which the intellectual, scientific, industrial, social, economic and political movements are created in conjunction with the sea and the marine environment. Using a set of capacities and resources, this civilization seeks to enjoy a sustainable sea exploitation in order to turn the human and the marine community into a peaceful community. This is a preliminary theory, and for assessing its validity, the views of five experts from the Marine Science universities were used, which necessitates further investigation by other researchers in the future

After the atrocity’s committed during the Second World War, the citizens of the world cried out for a universal code of ethics. On December 10th 1948 the General Assembly of the United Nations adopted a universal declaration of human rights, thus setting a new standard for all nations to follow. According to Article 18 of that declaration “Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship, and observance”. People, and women in particular, who are born in different parts of the world have different cultural, as well as religious identities. It is time for education on, and a universal understanding of, the identity differences of Muslim women to be made universally accessible, and understood. Although the ultimate result was the near obliteration of an entire race, and a worldwide war, the groundwork was laid in a much quieter manner. The Nazi party slowly began working their ideals into society. First espousing the sovereignty of the German race and then planting the seeds for the loathing and contempt that would follow for all other races. Near the end of the Second World War Adolph Hitler described Jewish people as “something aggressive” the same words that French president Jacques Chirac recently used when petitioning Parliament to pass a law banning the wearing of hijab in France?

Freedom of religion in the sense of freedom of belief and of religious manifestations; in teaching, practice, worship and observance is one of the basic human rights laid down in the Universal Declaration of Human Rights, art. 18. Freedom of religion in this sense is considered to be an important right and to play an important role in keeping up social peace in society. Germany, being a secular state with a historical connection to Christian religion, has anchored this right of religious freedom in is constitution in Article 4.According to Art. 7/3 religious education in state- run schools is accomplished in accordance with the religious communities. This religious education is normally provided for by the Catholic and Protestant Churches, but also by the Jewish community.  There are 3,2 Mio Muslims in Germany , especially from Turkey, but also from the Arab countries and Iran. Most of these Muslims do not plan to return to their native countries and will remain in Germany.They do enjoy freedom of religion in the above-mentioned sense. In my paper I will deal with the question of how religious manifestations of the Muslims in Germany “in teaching, practice, worship and observance “is accomplished. <br />I shall focus on their religious education and endeavor to answer the following questions: What does Islamic education mean in Germany, in a secular state? Who provides for it and how? How does it differ from religious education in Islamic countries? How is it seen by the German society? I will deal with these questions on two levels (1) on the national level and (2) on the local level. On the national level a clear effort of the German state can be seen to integrate the Muslim minority as a religious group into the German state. <br />For this reason the German Minister Wolfgang Schäuble convened in 2006 the so called “Islamkonferenz inviting jurists, scholars of Islamic studies and representatives of the different Muslim communities as well as independent persons to talk about the situation of Muslims in Germany. The unsolved question still is: how the different Islamic groups comprising Muslims from different social, political and religious backgrounds and from different countries as Turkey, Arab states, Iran, Afghanistan with different national Islamic traditions could find a common platform of religious Islamic belief in a secular state. By establishing the Coordinating Council (Koordinierungsrat) of Muslims in Germany in April 2007, some larger Islamic organizations tried to create a common structure for the representation of all Muslims. So far this organization has not been recognized by the German state as the official representative of all Muslims, but the discussions at the “Islamkonferenz” are not yet finished and are still going on. <br />One of the main aims of the Muslim Organizations is to gain the right to give Islamic religious lessons at German state-run schools. Whereas on the national level the integration of Islam as a religion within the secular system is discussed, on the local level religious teaching is currently taking place within different projects in many selected state schools in Germany as well as in local mosques. Religious teaching at mosques will be discussed by taking the example of mosques in Goettingen, a small university town in Central Germany. There are two main mosques in Goettingen: one belonging to the Turkish community (Ditib) and the other being an Arab mosque. <br />I shall sketch the concept of religious education given in this Arab mosque with regard to its content and the way it is taught to the children, whether it corresponds to the classical Islamic education and which concepts, beliefs, rituals and cultic acts are being considered important for children growing up in a completely secular context? <br />Finally, I shall compare this approach at the local level with the efforts made on the national level and discuss how these different efforts are judged by the German society. 

The emerging right to democracy (e.g. Franck, T) within international law favors a liberal, democratic packaging. Yet as Abedolkarim Sourash argues, there has been a conflation of liberalism and democracy, which must be decoupled.  It is from this point of departure that this paper will examine the international legality of militant democracy and interrogate when and how a constitutional democracy can legally act in an anti-democratic manner to combat threats to its democratic existence.  Militant democracy was a term introduced in 1937 by Karl Lowenstein. It refers to a form of constitutional democracy authorized to protect civil and political freedom by pre-emptively restricting its exercise. Lowenstein’s writings, at the time, were concerned with the limitations of democratic institutions in containing fascism. Militant democracies stand in contrast with the principles of legal pluralism, but the extent to which international law authorizes transformative political agendas that seek to implement forms of religious, cultural, or national autonomy is unclear.