The corporeality of interreligious competence in Islamic religious education. Considerations on the educational plans of Baden-Württemberg

In this paper I argue that the acquisition of interreligious competence should have a stronger focus on the body than it is currently the case in most curricula for religious education in schools. The argument is based on Bourdieu’s theory of Habitus and dispositions, which he conceptualises in a similar way to (interreligious) competence. The discussion of the significance of his theory for the discourse on (interreligious) competence is followed by an examination of the curricula of Baden-Wurttemberg for Islamic, Catholic, Protestant and Moral Education in the light of this theory. It becomes evident that the curriculum for Islamic religious education reflects most strongly Bourdieu’s theoretical demands.

Habitus, critical incidents, embodiment, interreligious competence, religious education