The absent canon: Islamic philosophy as a missing dimension in religious and ethics education–a perspective from the German school context

Abstract

This article examines the role of Islamic philosophy within the context of religious and ethics education in Germany. It begins by outlining the legal and institutional foundations of religious education in the German federal education system, highlighting the differences and intersections between confessional religious education and non-confessional ethics or philosophy education. Particular attention is given to the development of Islamic religious education, which remains situated within a field of political tension, shaped by integration discourses, security concerns, and broader European dynamics. Against this backdrop, the article argues that Islamic philosophy holds significant educational potential. Its integration into both religious and ethics education not only challenges Eurocentric epistemologies but also promotes critical thinking, plurality competence, and reflexive engagement with diverse moral and metaphysical traditions. Drawing on historical and contemporary sources, the article further reflects on the marginalisation of Islamic philosophy in Western historiography and advocates for its inclusion as a means of curricular decolonisation and intercultural dialogue.