Pädagogik der Ungewissheit. Umgang mit Zweifeln und Streitigkeiten in einem libanesischen schiitischen Seminar (hawza)
Navigating Doubts and Disputes in a Lebanese Shi‘i Seminary (hawza)
DOI:
https://doi.org/10.20377/rpb-324Schlagworte:
Zweifel, Erkenntnistheorie, Islam, Pädogogik, Hawzwa-Seminare, LibanonAbstract
Dieser Artikel befasst sich mit den verschiedenen pädagogischen Ansätzen, die von den Dozierenden einer hawza entwickelt und eingesetzt werden, um künftige Generationen von schiitischen Gelehrten in die Lage zu versetzen, die Scharia zu vermitteln. Diese Pädagogik führt die Seminaristen weg von der Suche nach Gewissheiten, Wahrheiten oder gar Konsensen, die einen Großteil der modernen intellektuellen Überlegungen bestimmen. Stattdessen betonen sie die Zerbrechlichkeit und Kontingenz menschlichen Wissens. Um dieses Argument zu untermauern, untersuche ich die Rolle, die der Zweifel in diesen Pädagogiken spielt – die Debatten, die er auslöst, die Meinungsverschiedenheiten, die er zulässt, und die wissenschaftlichen Aktivitäten, die er ermöglicht. Ich betone die Arbeit des Zweifels auch, um zu zeigen, dass die Urteilsfähigkeit (ijtihad) nicht nur von Expertenwissen und Argumentationsoperationen abhängt, die in klassischen Abhandlungen gelernt wurden. Die intellektuellen Fähigkeiten und die Beweglichkeit, die erforderlich sind, um sich den Fragen unserer Zeit durch ijtihad zu stellen, werden auch durch bestimmte pädagogische Techniken und Strategien ermöglicht, die am besten ethnographisch untersucht werden.
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