Re-Conceptualizing Radicalization: The Educational Research Context of Counter-Extremism Through the Prism of Worldviews and Value Learning

The meanings, risk factors and consequences of religious extremism: The perceptions of Islamic education teachers from Israel

“…Monder concludes, regarding this, that teenagers do not have sufficient critical thinking to refute the extremist arguments to which they are exposed. The author argues that teachers have a responsibility to develop their students' critical self‐reflection and cognitive flexibility (Kuusisto et al, 2021), and to make students ‘more aware of their unconscious preoccupations, emotions, attitudes, and thinking styles’ (Benjamin et al, 2021, p. 212).…”

“…It encourages adolescents to challenge conventional ideologies and unjust social norms (Freire, 1970). In fact, ‘without fervent supporters of “radical” ideologies, many forward‐looking societal changes—today considered normative—would not have taken place’ (Kuusisto et al, 2021, p. 9). It is, then, not extreme thinking itself but rather violence and criminality that endanger social cohesion and adolescents' personal development.…”

“…This study explores Islamic education teachers' perspectives on religious extremism among their Arab Muslim students in middle and high schools in Israel. Describing and understanding the risk factors and wider circumstances of extremism in adolescents is crucial in developing effective educational interventions against religious extremism (Kuusisto et al, 2021).…”