Preventing Radicalization

Preface ix

Introduction xi

Chapter 1 Radicalization 1

1.1 Radicalism in general 2

1.1.1 Radicality 2

1.1.2 Radicalism 6

1.1.3 Some examples of the main forms of radicality 9

1.2 Islamic radicalism 19

Chapter 2 How Can We Explain This Phenomenon? 23

2.1 The causal approach 25

2.1.1 In search of an identity 25

2.1.2 Conflicting values 26

2.1.3 Challenging the current family model 27

2.1.4 The economic crisis 27

2.1.5 Social inequalities and marginalization 28

2.1.6 The revolt of a “nihilist generation” 29

2.1.7 The Islamization of radicality 30

2.1.8 The Internet and social networks: the main culprits in the rise of young radicalization in France 31

2.1.9 Ignorance and, above all, almost no knowledge of Islam 32

2.1.10 Relatives and allegiances 34

2.2 The processual approach 35

2.3 Limitations of explanatory approaches 37

2.4 Key findings of this chapter 38

Chapter 3 How Can We Cope With This Phenomenon? 41

3.1 Combating violent radicalization 41

3.2 Preventing violent radicalization 44

3.2.1 The German prevention model 46

3.2.2 The British prevention model 49

3.2.3 In Morocco 51

3.2.4 In France 54

Chapter 4 A Critical Reading of the Main Interventions in the Fight Against Radicalization 73

4.1 Challenges of the fight against radicalization 73

4.2 Classification of interventions related to the fight against VR 74

4.2.1 A security approach focused on detection and vigilance 75

4.2.2 Conventional prevention policies 75

4.2.3 Participants’ experience of VR prevention policies 77

4.2.4 Lack of emotional and relational components in the various prevention initiatives 78

4.2.5 The effectiveness of current systems in France, as in neighboring countries, is poorly evaluated scientifically 80

4.2.6 Interventions generally targeting children and adolescents 80

4.3 Examples of training as part of the fight against radicalization 81

4.3.1 European seminar in Montpellier, November 7, 8 and 9, 2017 81

4.4 To note 85

Chapter 5 Radicalization Versus Responsibility 89

5.1 Radicalization and psychological closure 90

5.1.1 Dogmatism 91

5.1.2 Mental rigidity 92

5.1.3 The need for closure 93

5.2 Responsibility and psychological openness 94

5.2.1 Responsibility and the pitfalls of the ego 95

5.2.2 Responsibility presupposes awareness 96

5.2.3 Responsibility: the cornerstone of the ethical system 97

5.2.4 Responsibility presupposes freedom 98

5.2.5 Responsibility involving reflexivity 99

5.2.6 Responsibility also applies to the “non-human” sphere 100

5.3 Ways to develop responsibility 101

5.3.1 “Educating for” 101

5.3.2 Educating for digital citizenship 102

5.3.3 Empathy 107

5.3.4 Cognitive flexibility 108

5.3.5 Learning to think 111

5.3.6 Creativity 119

5.3.7 Ethical reflection 128

5.3.8 Responsible education and the “memory of the good” 129

5.3.9 Moral relay and educating for responsibility 130

5.3.10 Meditation 131

5.3.11 Skills as a curricular frame of reference for educating for responsibility 134

5.4 Synthesis 149

Prospects and Conclusion 151

References 155

Index 179