Russian Federation
Orel, Russian Federation
UDC 343.242
Introduction. The international nature of radicalism, extremism and terrorism makes the study of foreign experience in combating these phenomena of significant social importance. The article examines the problems of extremism and terrorism in the international context and analyses the German experience of changing the radical views and beliefs of prisoners within the penal system. The relevance of the research stems from the rise in the number of terrorist acts committed by political and religious radicals, including Islamists, as well as the need to identify effective educational mechanisms to counter radicalisation within the correctional institutions. The central issue addressed is how the legally enshrined principles of education and resocialisation are implemented in real practice in the work of educators and social workers with Islamists within the penitentiary system of the Federal Republic of Germany. Methods. The study is based on the analysis of statistical data from the Federal Criminal Police Office, materials from the official portal of the Federal Office for the Protection of the Constitutional Order, as well as German legislation (the Federal Act on the Enforcement of Sentences, the Juvenile Court Act, etc.). The study utilises biographical analysis, analysis of the academic literature, and programmes run by German non-governmental organisations (including “Denkzeit-Gesellschaft”, “Violence Prevention Network”, “Exit Germany” and others). The study includes the examples of specific terrorist attacks (in particular, the 2016 attack in Berlin), as well as methods of socio-cognitive and reflective intervention, applied in penitentiary pedagogy. The analysis of specific terrorist attacks as well as the methodological analysis of the concepts of social theology and interfaith dialogue in a multicultural society are carried out, the description of socio-cognitive methods (“Denkzeit-Methode”) is presented. Results. Based on the analysis carried out, it has been established that educational work with Islamists within the German penal system (hereinafter referred to as the “penal system”) is based on humanistic, holistic, individualised and reflective approaches, as well as on the principles of social theology and interfaith dialogue. The key components of the system are the analysis of the prisoner’s life story, interpretation of religious texts, identification of differences between Islam and Islamism, as well as socio-cognitive trainings aimed at developing empathy, tolerance and the ability to anticipate the consequences of one’s behaviour. Reflection is recognised as the core method, stimulating the re-evaluation of radical worldviews and the formation of universal human values. The effectiveness of the educational work is assessed according to the following criteria: renunciation of radical views, maintaining distance from extremist circles, the absence of relapses, as well as reintegration into family life and working practice, which confirms the importance of collaboration between the penitentiary system, academia and non-governmental organisations in addressing deradicalisation challenges. As a result of research into educational work with Islamists in the German penal system the roles of educators and social workers have been established, experience has been systematised and the foundations of this work identified, methodological approaches to the educational process have been defined, and the essence of theological approaches has been revealed as an integral foundation of the deradicalisation process through psychological, pedagogical and socio-pedagogical support measures; the forms, methods and criteria for the effectiveness of educational work with Islamists have been examined.
educational work, radicalisation, deradicalisation, Islamism, Islamist, prisoner, correctional institutions, the penal system of the Federal Republic of Germany, educator, social worker, methodological approaches, forms, methods, criteria
1. Vasil'eva I. V., Bulgakova I. V. Holisticheskiy podhod k resocializacii zaklyuchennyh (opyt UIS FRG) // Voprosy rossiyskogo i mezhdunarodnogo prava. 2023. T. 13, № 12-1. S. 232–238. https://doi.org/10.34670/AR.2024.47.62.026
2. Vasil'eva I. V., Kirillova T. V. Nekotorye metodologicheskie aspekty vospitaniya radikal'no nastroennyh zaklyuchennyh v UIS FRG // Rossiyskiy nauchnyy vestnik. 2025. № 11. S. 472–477. https://doi.org/10.24412/2782-3830-2025-11-472-477
3. Peuckmann N. Gefängnisseelsorge: Annäherung an ein komplexes Handlungsfeld // AndersOrt. 2020. № 2. S. 8–19. 4. Hoffmann A., Illgner Ch., Leuschner F., Rettenberger M. Extremismus und Justizvollzug: Literaturauswertung und empirische Erhebungen : (Berichte und Materialien (BM-Online), 10). Wiesbaden : Kriminologische Zentralstelle e.V., 2017. 136 S. URL: https://nbn-resolving.org/urn:nbn:de:0168-ssoar-53596-0
4. Borchert J. Pädagogik im Strafvollzug. Grundlagen und reformpädagogische Impulse. 2nd ed. Weinheim, Germany : Juventa Verlag (Weinheim und Basel), 2021. 190 p.
5. Schönrock S., Geißler S. 6. Fachsymposium zum Terroranschlag auf dem Berliner Breitscheidplatz : Übergangsmanagement im Bereich des islamistischen Extremismus – Chancen, Risiken, Perspektiven. Berlin, Germany : Richard Boorberg Verlag GmbH& Co KG, 2023. 120 p.
6. Bulgakova I. V., Vasil'eva I. V., Malyugina A. V. Bor'ba s radikalizaciey zaklyuchennyh v ispravitel'nyh uchrezhdeniyah (opyt UIS Germanii) // Vestnik Voronezhskogo instituta FSIN Rossii. 2024. № 3. S. 151–162.
7. Kirillova T. V., Rozhkov A. A. Profilaktika ekstremizma i terrorizma sredi osuzhdennyh: opyt regionov // Perspektivy nauki. 2023. № 12 (171). S. 199–201.
8. Sysoev A. M. Podhody k penitenciarnoy deradikalizacii osuzhdennyh za proyavleniya religioznogo ekstremizma v stranah Blizhnego Vostoka i Azii // Vestnik instituta: prestuplenie, nakazanie, ispravlenie. 2014. № 1 (25). S. 83–86.
9. Sysoev A. M. Soderzhanie osuzhdennyh za proyavleniya ekstremizma v penitenciarnyh uchrezhdeniyah Izrailya i problemy ih deradikalizacii // Ugolovno-ispolnitel'noe pravo. 2014. № 1 (17). S. 84–86.
10. Kazberov P. N. Rassmotrenie osnovnyh aspektov soderzhaniya psihologicheskogo soprovozhdeniya lic, osuzhdennyh za sovershenie prestupleniy ekstremistskoy napravlennosti // Vestnik Permskogo instituta FSIN Rossii. 2024. № 1 (52). S. 41–49. https://doi.org/10.34988/2226-2326.2024.22.52.005
11. Tosun C. Interreligiöse Erziehung als Herausforderung für die Islamische Religionspädagogik // Interreligiöse Erziehung – Islamische Religionspädagogik. 2021. № 6. P. 165–178. URL: https://www.evrel.phil.fau.de/files/2021/06/3-4-tosun_07-07-26-1.pdf
12. Körner J. Wirksamkeit ambulanter Arbeit mit delinquenten Jugendlichen – Erste Ergebnisse einer vergleichenden Studie // Zeitschrift für Jugendkriminalrecht und Jugendhilfe. 2006. Vol. 17, № 3. S. 267–275.
13. Mücke Th. Pädagogische Handlungsansätze zur Deradikalisierung im Arbeitsfeld des religiös begründeten Extremismus // Möller K., Neuscheler F. (Hrsg.). “Wer will die hier schon haben?” Ablehnungshaltungen und Diskriminierung in Deutschland. Stuttgart, Germany : Kohlhammer, 2018. S. 242–257.
14. Körner J., Friedmann R. Denkzeit für delinquente Jugendliche : ein sozialkognitives Trainingsprogramm // Schröder A., Rademacher H. & Merkle A. (Hrsg.): Handbuch Konflikt- und Gewaltpädagogik : Verfahren für Schule und Jugendhilfe. Schwalbach /Ts. : Wochenschau-Verlag, 2008. S. 227–239.
15. Möller K., Neuscheler F. Abschlussbericht zur Evaluation der Beratungsstelle Hessen – Religiöse Toleranz statt Extremismus. Esslingen, Germany. 2018. 252 S.
16. Tosun C. Suende, Reue und Vergebung // Grundlagen muslimischer Seelsorge. 2020. S. 293–302. https://doi.org/10.1007/978-3-658-29572-1_18
17. Kemmesies U. E. Monitoring der Radikalisierungsforschung – ein Entwurf und moegliche Perspektiven // Kemmesies [et al.] (Hrsg.). MOTRA-Monitor. Wiesbaden, 2020. S. 262–327.
