Preventing Radicalization

Mohammed El Ourmi works as Lecturer of Education and Training at Moulay Ismaïl University, Morocco, and as a researcher in the prevention of violent radicalization, with expertise in responsibility education and psychosocial skills.

• Preface ixIntroduction xiChapter 1 Radicalization 11.1 Radicalism in general 21.1.1 Radicality 21.1.2 Radicalism 61.1.3 Some examples of the main forms of radicality 91.2 Islamic radicalism 19Chapter 2 How Can We Explain This Phenomenon? 232.1 The causal approach 252.1.1 In search of an identity 252.1.2 Conflicting values 262.1.3 Challenging the current family model 272.1.4 The economic crisis 272.1.5 Social inequalities and marginalization 282.1.6 The revolt of a “nihilist generation” 292.1.7 The Islamization of radicality 302.1.8 The Internet and social networks: the main culprits in the rise of young radicalization in France 312.1.9 Ignorance and, above all, almost no knowledge of Islam 322.1.10 Relatives and allegiances 342.2 The processual approach 352.3 Limitations of explanatory approaches 372.4 Key findings of this chapter 38Chapter 3 How Can We Cope With This Phenomenon? 413.1 Combating violent radicalization 413.2 Preventing violent radicalization 443.2.1 The German prevention model 463.2.2 The British prevention model 493.2.3 In Morocco 513.2.4 In France 54Chapter 4 A Critical Reading of the Main Interventions in the Fight Against Radicalization 734.1 Challenges of the fight against radicalization 734.2 Classification of interventions related to the fight against VR 744.2.1 A security approach focused on detection and vigilance 754.2.2 Conventional prevention policies 754.2.3 Participants’ experience of VR prevention policies 774.2.4 Lack of emotional and relational components in the various prevention initiatives 784.2.5 The effectiveness of current systems in France, as in neighboring countries, is poorly evaluated scientifically 804.2.6 Interventions generally targeting children and adolescents 804.3 Examples of training as part of the fight against radicalization 814.3.1 European seminar in Montpellier, November 7, 8 and 9, 2017 814.4 To note 85Chapter 5 Radicalization Versus Responsibility 895.1 Radicalization and psychological closure 905.1.1 Dogmatism 915.1.2 Mental rigidity 925.1.3 The need for closure 935.2 Responsibility and psychological openness 945.2.1 Responsibility and the pitfalls of the ego 955.2.2 Responsibility presupposes awareness 965.2.3 Responsibility: the cornerstone of the ethical system 975.2.4 Responsibility presupposes freedom 985.2.5 Responsibility involving reflexivity 995.2.6 Responsibility also applies to the “non-human” sphere 1005.3 Ways to develop responsibility 1015.3.1 “Educating for” 1015.3.2 Educating for digital citizenship 1025.3.3 Empathy 1075.3.4 Cognitive flexibility 1085.3.5 Learning to think 1115.3.6 Creativity 1195.3.7 Ethical reflection 1285.3.8 Responsible education and the “memory of the good” 1295.3.9 Moral relay and educating for responsibility 1305.3.10 Meditation 1315.3.11 Skills as a curricular frame of reference for educating for responsibility 1345.4 Synthesis 149Prospects and Conclusion 151References 155Index 179