Religious education and secularization: Indonesia's pesantren tradition and civil society.

摘要

How do Islamic institutions of learning prepare their students for life in modern democratic societies and support civil society? In light of the increasingly heated public debate about Islamic education this question may appear counterintuitive. Especially after the events of New York on September 11, 2001, researchers and educators alike have pondered the role that Islamic schools may play in radicalizing Muslim youth. And some argue that improving the educational reality of Islamic schools is a central element not only in curbing the appeal of radical Muslim groups but also, and more generally, in preparing Muslim students to take charge of the economic developments and democratic transformations in the Muslim world. The improvement of educational opportunities and the promotion of secular education are high on the list of strategies of international policy makers, and massive aid and development programs have been launched to facilitate the process of educational reform in many parts of the Muslim world. The dissertation's approach to Islamic education does not support the view that Islamic educational institutions are promoters of intolerance and militancy. Rather, it examines the contributions of Indonesia's pesantren (Islamic boarding schools) to the country's emerging civil society through educational programs that address issues such as antiviolence, interfaith and interethnic tolerance, pluralism, human rights, gender equality, democracy, and political and social justice. Grounded in ethnographic fieldwork, the dissertation presents instances in which Islamic educational institutions are part of progressive politics and take an active role in strengthening Indonesia's emerging civil society. The data is placed in the theoretical context of secularization theories. In this process, broader theoretical questions pertaining to the proper status and role of religion and religious education in modern societies are addressed. By not denying the existence of dominating religious formations that diminish the space in which a robust civil society can grow, the dissertation argues for a careful case-by-case approach that incorporates both the circumstances under which Islamic educational institutions contribute to education for civility and that enables a fresh perspective on the contentious question of religion's appropriate role in public life.