This article aims to highlight the core educational/upbringing processes of Islamic Religious Education in Bosnia and Herzegovina maktabs, based on the theoretical framework and qualitative research using interview methods. A short framework of the development and status of maktabs in Bosnia and Herzegovina as basic nonformal institutions of Islamic education among Muslims is provided in the introduction. The aim of the research is to examine the attitudes and experiences of muallims regarding the possibilities of realizing the fundamental areas of religious education/upbringing, and the use of approaches, methods, and forms of religious education of children in maktabs. This part of the research also aims to examine the perceptions of muallims about the importance of the principles of religious upbringing of children. The findings show that through methodical/didactical religious education work with children, it is possible to develop all areas of education and that this process runs simultaneously, building a complete personality of the child. It is also apparent that muallims respect the basic educational principles, with a note that the certain educational principles are difficult to fully implement due to numerous limitations. When it comes to educational approaches and methods, it is evident that the prevalent approach is directed towards positive transformation and the encouragement of pupils, which stimulates the internalization of universal and Islamic values.

This article aims to highlight how Islamic Religious Education in Bosnia and Herzegovina, a country of rich cultural and religious diversity, promotes and advocates intercultural values of diversity, tolerance, solidarity, peace and dialogue in the context of contribution to intercultural values in pluralistic European cultures. This article also emphasizes the growing need to raise inclusive religious and intercultural awareness. Further, this article provides a content analysis of the BH unified curriculum of confessional Islamic Religious Education (IRE), a subject that is incorporated in all state-maintained schools, as well as the analyses of intercultural values embedded in Islamic higher education programs of the Faculty of Islamic Studies at the University of Sarajevo, which prepares religious education teachers and mu’allims. The purpose of this article is also to review the practices and projects which center around the intercultural and interreligious development of teachers and students through practical experience with intercultural dialogue.

Sažetak rada UDK 364.632-027.553:159-923-053.2 Ovaj rad ispituje religijsko-pedagosku perspektivu u pogledu tjelesnog i emocionalnog zlostavljanja djece.  U tom smislu se analiziraju kur'ansko-sunnetske metode discipliniranja i sankcioniranja uz karakteristike i uvjete primjene nakon odgojnog iscrpljivanja pozitivnih pedagoskih pristupa i metoda unapređivanja, ohrabrivanja, predupređivanja i sl. Ukazuje se na teorijski okvir i terminologiju koja se tice discipliniranja i sankcioniranja. Donose se primjeri poslanickog odnosa prema djeci u odgojnom kontekstu i ispravljanju gresaka kod ljudi kao egzemplar tolerantnog, empaticnog i nenasilnog odgojnog djelovanja. U radu se također kroz pedagosku prizmu prezentiraju stetne posljedice tjelesnog i emocionalnog zlostavljanja na zdravlje djece. Summary: This article analyses religious and pedagogical perspective regarding physical and emotional abuse of children. Disciplinary and sanctioning methods of Qur’an and the Sunnah  are analysed here for this purpose, however, bearing in mind characteristics and conditions which imply that these are taken as options only after all the other positive up-bringing approaches and methods like improvement, encouragement and  prevention have been exhausted. Theoretical framework and terminology pertaining to disciplinary and sanctioning measures are pointed out here as well. A model of the Messenger’s relation with children in the context of upbringing and corrective measures is presented here as an exemplary, tolerant, empathic, and non-violent upbringing method. The article also demonstrates a pedagogical view of damaging consequences of physical and emotional abuse upon children’s health.