Center for Islamic Theology

1. Personal Details

Fahimah Ulfat, born in Kabul, is a primary school teacher and Islamic religious pedagogue. She obtained her PhD from the Friedrich-Alexander-University of Erlangen / Nürnberg on the topic of „the self-positioning of Muslim children towards God - an empirical study about relations to God of Muslim children as a reflexive contribution on didactics of the Islamic religious education.“

2. Research

Islamic Religious Education is a scientific discipline, that aims at different reflections- and research horizons as well as scientific theoretical clarifications.

Graphic 1: Classification of the research activities of the chair in the scheme of religious pedagogical reflections- and research horizons according to Schweitzer 2006:

The chair for Islamic Religious Education is primarily empirically oriented. The chair works in close cooperation with the Protestant and the Catholic chair for Religious Education. Moreover, the chair is cooperating with the Hector-Institute for empirical research education in the framework of the research network „Education and Migration“. It is a member of the Tübingen School of Education which is the central scientific institution for teacher’s training at the University of Tübingen.

3. Teaching

3.1 The didactical education at the Center for Islamic Theology

The didactical education at the Center for Islamic Theology is based on a multistage and skill oriented concept for teacher training.

3.1.1 Groundwork

The didactical study begins with an introduction into religious education. Thereby the confrontation with the origins and the transition of the teacher profile and the reflection on the personal impression of the teacher profile play a role. Religious educational theories, methods, aims and contents are being discussed and analyzed. Further subject-didactical approaches are presented and its applicability for the Islamic religious class are debated. The foundation for lesson planning, methods and media build further contents (introduction into Islamic Religious Education I, VO/S).

3.1.2 Deepening

In an in-depth stage the living environment of Muslim pupils and the socio-theoretical access to religiousness of children and youths are presented and its impact on the class will be discussed. This will be followed by the thematization of religious pluralism in our society. On the basis of selected topics of religious education, skills from previous training facilities will be practiced and it shall be demonstrated how these result into concrete lesson planning (introduction into Islamic Religious Education II, VO/S).

3.1.3 Specialization

The last stage of education aims at a specialization that includes

After the last stage, a master's thesis can be prepared.

Graphic 2: didactical teaching at the Center for Islamic Theology

3.2 Qualification of students for the Islamic religious education at secondary schools (Gymnasien) in Baden-Wuerttemberg

3.2.1 Content-related dimension of the teacher training

The qualification of students for the Islamic religious education at secondary schools in Baden-Wuerttemberg takes place in central dimensions that are relevant in all three above-mentioned training periods (groundwork, deepening, specialization) and are reflected in the framework of each particular portrayed focus:

a) Theological dimension: Knowing and reflecting Islam

Students are dealing with religious texts, the development of the history of ideas, theological key questions, cultural contexts, the spiritual dimension and the ethics of Islam in historical and contemporary perspectives. Moreover, classical and modern theological school of thoughts and the religious contemporary culture are reflected.

The following four dimensions primarily constitute the area of responsibility of the chair for Islamic Religious Education:

b) Pedagogical dimension: Teaching Islam

Students are dealing with situations relating to schools and social situations of Muslim pupils with general questions of religious education, formation and socialization, religious pedagogical theories and didactical models. Theological and pedagogical challenges are reflected.

c) Political dimension:

Students are dealing with guiding principles of „educational goals of schools“ schools in Baden- Wuerttemberg. They reflect the socio-political order to Islamic religious education within the framework of the liberal and constitutional basic order, which should enable pupils of Muslim belief to position themselves in questions of religion and belief, to reflect and to strengthen their identity and to feel home in the German society.

d) Research dimension

Students are dealing with research questions concerning religious teaching and educational processes. In the course of methodological and research seminars, they have the opportunity to deal with empirical research and to develop research designs.

e) Inter-religious dimension:

Students work on topics of the perspective of different religions in the framework of the project „interreligious meeting learning“ in cooperation with the Pädagogische Hochschule Heidelberg and concretize them in the inter-religious exchange. The core of the project is the method of personal meetings. Jewish, Catholic, Protestant, Muslim and Alevite students as well as students from the discipline of ethics take part in this project.

Students have the opportunity to participate in inter-religious seminars that are organized by the chairs for the Protestant, Catholic and Islamic religious education. They deal with inter-religious elements of their own religion in dialogue with other religions.

3.2.2 Study structure

Graphic 3: The study structure corresponds to the general teacher’s training structure.


Aspired competence structure:

Competences of the Islamic religion teachers


Role of the Islamic religious lecturers


Aims of the Islamic religion education

The module handbooks for Bachelor of Education and Master of Education can be found here.

3.2.3 Lecture series

The chair for Islamic religious education regularly organizes lecture series on the topic „Islamic educational work - theological and philosophical reflections about the responsible dealing with different topics of religious education.“ in regular intervals.

Guest scientists on this field are invited.

4. Topics for doctoral candidates

(due to the empirical orientation of the chair for Islamic religious education, the following topics have to be worked out empirically.)

5. Tübingen scientific publications on Islamic Religious Education