درخت حوزه‌های تخصصی

A person’s identity is their sense of who and what they are, of who stands in significant relations to them, and of what is valuable to them. This is inevitably very broad, an immediate implication of which is that the concept of identity taken alone cannot do significant normative work. In some cases a person’s identity is bound up with the evil that they do or wish to do, and cannot thereby give them any right to do it. In other cases very powerful elements of a person’s identity – such as their attachment to loved ones – is certainly related to important rights, but it is not entirely clear that one needs the concept of identity to explicate or justify these rights; the deep involvement of their identity is arguably a byproduct of other important values in these cases (such as love), and those values can do the grounding work of the rights by themselves and more simply and clearly. <br />Nevertheless, when suitably qualified, a person’s identity is central to accounting for important political rights. These ranges from rights to participate in cultural practices of one’s group, which sometimes implies duties on governments to support minorities threatened with extinction, to – at the outer limit – rights to arrange political administration. <br />These rights are connected to both autonomy and fairness. Cultural rights are often taken either to be opposed to autonomy, or at best instrumental to personal autonomy (by providing ‘options’), but in fact, the ideal of autonomy, expressed by Mill as being the author of one’s life, requires that one be in control of significant aspects of one’s identity. Significant aspects of one’s identity are collectively determined within a culture. Cultures are not static, and their development is particularly affected by political boundaries. A fundamental right of autonomy implies, therefore, that groups be allowed, within reasonable constraints of general feasibility and stability, to arrange political boundaries to enhance their control over their identity. This shows the fundamental link between individual and collective ‘self-determination’. The right of collective self-determination is also based on fairness, since cultural majorities in existing states enjoy advantages that minorities frequently lack. <br />Spelling out the basis of identitarian rights in autonomy contributes to determining both the upper and lower limits of this and other rights of universal scope. First, it is important to distinguish between two senses of ‘human right’. The first sense is a right that a person has simply in virtue of being a person, or simply by being a human being. A second sense is a right of cosmopolitan scope. Every right in the first sense is a right in the second sense but not vice versa. That is, every right that people have merely in virtue of being people is a right that everyone has. But not every right that everyone has (and should have) is a right that they have merely in virtue of being a human or a person. Some rights that everyone has or should have today people could not have had in the past because institutional, economic, technological or other prerequisites were lacking. Some that everyone has today they may not have in the future because other values will have superseded them in a different institutional, economic, or technological setting.

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. 

Developing an approach to integrate religious legal traditions within modern universal values, as expressed through international human rights norms, is an important priority. The paper provides a study on Muslim Legal Traditions of Apostasy (MLTA) and the international human rights norms relevant to them. The study distinguishes among the three different phenomena of MLTA, which can be listed as conversion, heresy and sabb (blasphemy). While in practice these three concepts appear differently, for Muslim jurists the term irtidad (ridda) is generally used to describe the act of a convert, a blasphemer or a heretic. The study also makes a distinction between the public aspects of these traditions and their personal aspects. Public rules of MLTA include prohibition and punishment of the three different alleged offences, conversion, blasphemy and heresy, along with the civil consequences of these offences, such as confiscation of the property of the offender. With regard to personal aspects of MLTA, it should be noted that, whether the punishment is imposed on an apostate or not, the act of apostasy automatically leads to some family law consequences, such as dissolving the marriage of the apostate, and depriving him/her of the custody of his/her children.

The first mistaken conception is this. Some Muslim theorists argue that only God can proclaim what justice, right, and rights are; hence parliaments and other state institutions lack the sovereignty to create laws and to proclaim rights. They presume that Western states in their legislation and the UN in their Universal Declaration of Human Rights of 1948 claim such sovereignty. Many Western theorists share their view, differing only in the evaluation. But human rights imply that states must follow them and lack the sovereignty for legislation incompatible with them. The German constitution is explicit on this lack of human sovereignty. It declares in Art.1: “The following basic rights shall bind the legislature, the executive, and the judiciary as directly applicable law.” Hence, the idea of human rights implies that human rights and basic principles of legislation are valid not because states have declared them but because of their inherent qualities. It also implies that states are legitimate only if they conform to such basic principles and excludes the idea that the principles are legitimate because states or mankind have accepted them. Therefore, Western and Islam conceptions of law and sovereignty are less different than they seem. Second, it is generally accepted in Islam and the West that there is a right and even the duty of every human being to fight for justice and the protection of human rights. But there are two conceptions of such a fight both in Islam and the West. The model of the fight for human rights in the centralist conception is a bureaucracy that imposes its rules on the cases it administers. The model in the autonomous conception is a scientific community that solves its differences by principles developed in the community itself.

Universal human rights suffer from a lack of consensus on the question: what kind of internal state organisation can actually take these fundamental rights adequately into account? The main intent of this article is to present a critical assessment of various modes of state–religion affiliation and their effects on the state’s scope for human rights compliance. A special focus will be on the right to freedom of religion or belief since this fundamental right is within this context most profoundly at stake. It will be contended that states which are organised in accordance with the principle of state neutrality can in principle fully comply with human rights norms; while states which identify themselves either positively with a single religious denomination or excessively negatively with religion have to be considered poorly equipped for both democratisation as well as optimal human rights compliance. The crucial issue of ‘multivocality’ of religions will be addressed as a contribution to the reform debate. Ultimately a case will be made for ‘the right to neutral governance’.