THEORETICAL-METHODOLOGICAL BASIS AND THREE-STAGE MODEL OF PEDAGOGICAL PREVENTION AGAINST RELIGIOUS EXTREMISM IN SECONDARY SCHOOLS
Keywords:
Religious extremism, pedagogical prevention, ideological immunity, radicalisation, critical thinking, folk pedagogy, media literacy, differentiated model.Abstract
The article examines the theoretical and methodological foundations of the pedagogical prevention of religious extremism in secondary schools. Based on a content analysis of national and international sources, the pedagogical meaning of the concept of “ideological immunity” is clarified and its five-component structure is substantiated. States of ideological risk - ideological vacuum, illiteracy, fanaticism, fragmentation, weakness and dependence - are classified, and a corresponding pedagogical response is defined for each. The study produced a three-tier differentiated model of prevention, a five-level scale for assessing ideological immunity, and a diagnostic apparatus based on five criteria. The author concludes that the effectiveness of prevention depends not on the scope of prohibition but on developing the learner’s critical thinking and preserving a trusted channel of communication with the teacher.
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