Thematische Bibliographien / Social sciences -> religion -> education

Auswahl der wissenschaftlichen Literatur zum Thema „Social sciences -> religion -> education“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 28. Juli 2024

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Zeitschriftenartikel zum Thema "Social sciences -> religion -> education"

Habib Abdillah, Seka Andrean, und Aulia Diana Devi. „Pendidikan Islam Dalam Perspektif Pendekatan Sosiologi“. Al - Azkiya : Jurnal Ilmiah Pendidikan MI/SD 5, Nr. 2 (01.12.2020): 143–49. http://dx.doi.org/10.32505/v4i1.1007.

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Sociological is the approach of the study of education, delivering to understand the relationship of sociology with education. This study aims to find out about Islamic education in the perspective of sociological approach. The research method used is library research, then analyzed and presented the results of data findings objectively. The results showed that the sociology of education has a diverse perspective, in line with the diversity that occurs in the perspective of sociology studies in general. The importance of a sociological approach in understanding religion, because there are many religious teachings related to social problems. The amount of religious attention to this social problem further encourages religions to understand social sciences as a tool to understand their religion. The way of understanding in the approach of the sociology of religion can be easy for those of us who are still too lay because religion is derived also because of social interests. The sociological approach as an educational sociological approach consists of individual approach, social approach, and interaction approach.

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Mayrl, D. „No Longer Invisible: Religion in University Education“. Sociology of Religion 75, Nr. 1 (27.02.2014): 163–64. http://dx.doi.org/10.1093/socrel/sru002.

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Ni'mah, Zetty Azizatun. „Telaah Argumentasi Kajian Integrasi Ilmu dan Agama“. Revorma: Jurnal Pendidikan dan Pemikiran 3, Nr. 1 (05.05.2023): 41–55. http://dx.doi.org/10.62825/revorma.v3i1.51.

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Muslims who perceive that Islamic teachings only include fiqh, monotheism, tasawaf morals, interpretations, etc., whether they realize it or not, make Muslims left behind by other communities. The progress of human civilization is not produced by the advancement of religious knowledge but by technology and science. The thought struggle between religion and science then raises questions about solving concepts, namely the integration of science and religion which must be immediately applied in the world of education. Efforts to integrate the dichotomy of knowledge in Islamic education can be carried out using the approach of integrating knowledge in Islamic education. One of them is changing the orientation of Islamic education from a tendency only towards ritual worship towards carrying out ritual and social worship together, changing the orientation of Islamic education from just educating to understand religious sciences to understanding religious sciences as well as social sciences, humanities. and natural sciences. These sciences must be understood convergently by taking an interdisciplinary approach so that students understand and can understand the solutions to the complexity of the problems faced by society. Keywords: Integration, Knowledge, Religion…

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Brown, Nathan J., Bill Kissane und John Madeley. „Constitutionalism, Religion, and Education“. American Behavioral Scientist 60, Nr. 8 (18.11.2015): 1013–35. http://dx.doi.org/10.1177/0002764215615352.

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Casey, Erin, Rumyana Kudeva und Ashley Rousson. „Institutionalization of Religion in Schools to Intercultural Education“. Jurnal Ilmiah Peuradeun 6, Nr. 1 (29.01.2018): 85. http://dx.doi.org/10.26811/peuradeun.v6i1.215.

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Education is closely associated with religion. Education is the doctrine of morals and intelligence of the mind and religion is belief in God with the teachings of worship and obligations. Religion prepares a comprehensive norm that underlies life educational purposes. Educational institutions have played their significant part in the production and reproduction of European warfare. Nationalist curricula in history, national language and literature, social sciences and religion typify many school systems. Educational institutions are theoretically the opposition to those of religion: critical exegesis of all texts and the subjection of all theories to rigorous attempts at falsification are the commonplace expectations of educational institutions. All too often, however, religious organizations are actually in charge of schools and even universities. Of course state sponsored educational systems have other objectives, which take precedence over the pursuit of knowledge, in particular social control and nation building. It is in these two areas that the alliance between church and state in the control of the reproduction of knowledge is at its most symbiotic. Schools and universities, ostensibly the key intuitions of modernization and modernity, are in actuality one of the main sites for the production and reproduction of religion.

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Mahmudi, Mahmudi, Sri Sumarni und Fahruddin Faiz. „Integration of Science and Religion: Implications for Islamic Education“. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 14, Nr. 1 (29.06.2022): 303–16. http://dx.doi.org/10.37680/qalamuna.v14i1.4102.

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The integration of science and religion means the fusion of science and religion. But it is not completely mixed because it has its characteristics. The integration of science and religion is likely to happen in the Islamic paradigm because it is based on the concept of tawhid. Science and religion need to cultivate awareness of holistic and comprehensive education. This study aims to explain and analyze the integration of science and religion, especially in the Islamic education system, using library research, which collects data by understanding and studying theories from various literature related to research. The results of the study concluded that the integration of science and technology has implications for Islamic education, among others: first, it has implications in terms of curriculum, delivering students the desire and ability to conduct research (research) in the fields of science to find then the "connection point" with the objective reality that occurs in religious areas. Second, implications in the teaching and learning process, teachers develop creative imagination. The role of teachers with the power of creative imagination is to create certain methods so that students can absorb lessons quickly and completely. And third, implications in the aspect of religious social education. With an integrative paradigm, students will be invited to think holistically and impartially in living the plurality of beliefs and religions to foster mutual respect and respect for differences in religious beliefs.

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Rosenfeld, Vadim, und Rida Zekrist. „Social and environmental problems of religious deviation: from critical methodology to practice“. E3S Web of Conferences 284 (2021): 11021. http://dx.doi.org/10.1051/e3sconf/202128411021.

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The question of the relationship between religion and power in the post-secular era, as well as the problem of social inequality of new religious movements with traditional religions, is a real challenge, and not only to social sciences. The relevance of the topic reveals the inevitability of analyzing the phenomenon of the revival of religiosity, in which complex processes of lack of trust, the interconnection of systemic development and religious security take place. The search for solutions to the problem requires an understanding of historical experience, including an appeal to socio-philosophical analysis. The article presents a reflection on the principles in solving problems related to the prevention of the influence of destructive religious groups. The proposed example of a socio-philosophical analysis of the problem under study, as one of several interrelationships between religion, power, education and humanism, is carried out through the concepts of “spiritual security”, “religious security”, “education”, “critical thinking” and “confessional stability”. In conclusion, a thesis is proposed that allows a multi-level and deeper discussion of the problem with the ability to formulate real solutions and their conditions.

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Paterson, Lindsay, und Cristina Iannelli. „Religion, social mobility and education in Scotland“. British Journal of Sociology 57, Nr. 3 (September 2006): 353–77. http://dx.doi.org/10.1111/j.1468-4446.2006.00115.x.

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Omorogiuwa, Tracy. „Incorporating spirituality in social work education in Nigeria“. Social work and education 9, Nr. 3 (30.09.2022): 358–69. http://dx.doi.org/10.25128/2520-6230.22.3.3.

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In recent times, spirituality, as typified by the religion has been on the receiving end of scathing criticisms. Although seducing, the arguments of these critics seem romanticized and flawed for the very reason that there abound natural synergies between spirituality and social development. Consequently, this article addresses the interconnections between spirituality, the social work profession, and social development. Drawing on the holistic intervention strategies of the religious organizations to national development while, concurrently, canvassing for the integration of spirituality to social work education. Given the palpable mistrusts between the faith-based organizations and the State, feasible suggestions are offered to the Nigerian political leadership to ensure that the religion, and by extension spirituality, continues to provide the citizens a pathway for meaningful living as a precondition for national development.

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Astuti, Sri. „Agama, Budaya dan Perubahan Sosial Perspektif Pendidikan Islam di Aceh“. Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam 7, Nr. 1 (24.09.2017): 23. http://dx.doi.org/10.22373/jm.v7i1.1900.

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Religion and culture in Aceh are two entities that can not be interconnected with one another. Religion becomes a color for culture, on the contrary, cultural practices are equally strong. Once religion becomes a crystallized way of life in the systems, institutions and social structures that are built into a worldview. Similarly, in education that became the basis of dayah (pesantren) which serves as; transmission of Islamic sciences; Towards Islamic tradition; and ulama scholars. Then meunasah that serves other than as a place of religious education for religious education for children (Quran) as well as places of worship, meeting places and community gampong, religious studies for parents, centers of religious social activities, places of conflict resolution and dispute. The prolonged conflict between GAM and the Indonesian government and the tsunami has brought about a social change of Acehnese society, because of the strong foundation of Islamic education, the cohesion and social integration are well established.

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Dissertationen zum Thema "Social sciences -> religion -> education"

McCrory, Victor Keith. „Social studies educators' perceptions of and beliefs about the inclusion of religion in textbooks“. unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-07082008-114344/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Chara Bohan, committee chair; Lori Elliot, Joseph Feinberg, Caroline Sullivan, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references p. 170-184).

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Lipmen, Sara-Jean. „Inadvertent Evangalisms (Or Not)| Teachers' Views on Religion, Religious Beliefs, Positionality and Presence and Their Influence on Their Curricular Choices in the Classroom“. Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287583.

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There has been very limited research on the possible role religion has in its influence on teacher choices, especially within a Social Science classroom. The purpose of this study was to examine how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. The following research question informed the study: How are teachers’ religious identities, affinities and positionality revealed in their curricular choices?

Through the use of the multiple case study model using interviews, observations and artifacts, this dissertation examined how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. Using the lenses of positionality and presence, while explicitly being aware of American Civil Religion, religious hierarchies and Christian Privilege, this study examined two Atheist/Agnostic teachers in a comprehensive urban high school settings.

The findings are presented as single case studies with a cross case analysis. The analysis of findings found that both teachers did not include religion as a significant factor of history and therefore, did not privilege religion as a topic in their classes. The data showed that both teachers, despite their religious identifications, had internalized Civil American Religion and its alignment with Christianity.

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Halman, Loek, Josja Rokven und Inge Sieben. „Religion“. Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6575/.

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1. Eastern Europe: the case of Czech Republic and Slovakia 2. Turkey 3. The EVE Curriculum Framework - Developments on the second phase (Clare Brooks) 4. Evaluations 5. Main changes to the curriculum Framework 6. Looking Forwards

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Anagnostou, Emmanouil. „The Re-emergence of Religion in European Politics: The Greek Case of Church - State Relations and Religious Freedom in the Context of Education“. Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21701.

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Conducting research on the influence of religion on politics is nowadays a growing tendency as various authors seek to explore why and how the spiritual element affects the natural world of politics. The purpose of this study is to discuss the influence of the Christian religion on education in Europe. The exact research case is the Orthodox sphere and in particular the Greek state. The selection is not random. It has been observed that in the Orthodox part of Europe, the church - state relations are quite close to an extent that, especially in Greece, it makes many authors wonder whether such a relationship may be against the model of the liberal, European state. As an example of the church - state relationship, the study also extends to the human rights field where cases of religious freedom competence in the Greek, public school are reviewed. By applying a mix of case study and content analysis under the prism of liberalism, the thesis argues for a potential transition to a post-secular epoch in Europe

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Roos, Bergman Johanna, und Belmina Omerhodzic. „Religionskunskapsämnets relevans i ett sekulariserat samhälle / The relevance of Religion Education in a secular society“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29565.

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Syftet med vårt examensarbete är att först och främst ta reda på om dagens elever verkligen är sekulariserade. Oberoende om svaret är ja eller nej vill vi ta reda på hur detta påverkar religionsundervisningen. Dessutom vill vi ta reda på hur vi, som blivande ämneslärare i religionskunskap, kan göra religionsundervisningen så vardagsanpassad som möjligt? För att få svar på våra frågeställningar har vi först sammanställt tidigare forskning för att ge en överblick kring var den pågående forskningen står om ämnet. Den tidigare forskningen behandlar den pågående diskussionen kring om Sverige, och övriga Europa är sekulariserat eller inte. Dessutom har vi definierat olika begrepp relevanta för vår undersökning. Styrdokumenten har även beskrivits för att ge en överblick kring den förändring den har genomgått i önskan om att göra den så vardagsaktuell som möjligt. Slutligen har vi beskrivit olika pedagogiska redskap för vilka har en viktig del i religionsundervisningen.Vår egen undersökning har genomförts med såväl lärare som elever i årskurs 8-9 för att få reda på om sekulariseringen råder i deras skola samt vad både lärare och elever anser om ämnet religionskunskap. Svaren har vi analyserat i relation till tidigare forskning för att slutligen komma fram till ett resultat. Resultatet visar att sekulariseringen råder främst på skolor som inte har någon mångkultur i relation till etnicitet och tro. Men oberoende på om sekulariseringen är stark eller inte tycker eleverna överlag att religionsundervisningen är något positivt som de beskriver som ett spännande och roligt ämne. Slutligen kommer vi fram till att lärarna många gånger saknar redskapen för att vardagsanpassa undervisningen till eleverna. Detta framkommer även av eleverna som överlag svarat att de anser att religionsundervisningen inte relaterar till deras liv.

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Wilson, Charlene E. „Religion, spirituality & spiritual development of undergraduate students“. Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/632.

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Spirituality is a topic of growing interest for college students and scholars and yet personal accounts of spiritual development among college students remains limited. This study investigated the spiritual development of seven traditional-aged, University of the Pacific students in their senior year of course study. Interviews were conducted using an interview guide. Participants were requested through chain sampling techniques. Interviews were used to gain knowledge about the experiences students have that contribute to the ways in which they define spirituality and how those experiences affected them personally. Responses from interviews of Pacific students will be compared to Fowler's Stages of Faith and the work of Parks, Chickering and other's conclusions made regarding how students and people across generations and cultures develop a sense of meaning and purpose.

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McLaughlin, Terence Henry. „Parental rights in religious upbringing and religious education within a liberal perspective“. Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018556/.

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This thesis engages in a critical examination of parents' rights in religious upbringing and religious education within a liberal perspective. One of the central features of a 'liberal perspective' is taken here to be a commitment to the importance of valuing and developing the autonomy of the child. This commitment has important implications for the defensibility of both religious upbringing and religious education, and for the scope of parental rights that can be exercised in relation to them. In the first three chapters it is argued that, given this perspective, parents have a right to give their children a certain kind of religious upbringing; one where their children are brought up to have an initial determinate religious commitment, but one which is both open to, and compatible with, the child's eventual achievement of autonomy. This view is defended against a range of objections and the character of such an upbringing is explored in some detail. In the next four chapters it is argued that, following on from this claim about religious upbringing, a broadly similar claim can be made about religious education and schooling. Parents are seen as having the right to give their children a distinctive kind of liberal education, including a form of religious schooling, which seeks the development of their child's autonomy from a particular starting point. The argument proceeds from an analysis of parents' rights in general concerning education, through a critical exploration of the notion of liberal education, to an outline of the concept of the `liberal religious school' and an analysis of the difficulties to which it gives rise. The thesis concludes with an exploration of further considerations which support the view that a plurality of forms of liberal education, including education in religion, should be acknowledged, in relation to which parental rights can legitimately be claimed and exercised.

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Daniel, Faxe, und Flodfält Axel. „Mångkultur i den svenska skolan Hur kan vi utnyttja dess styrkor?“ Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30160.

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Mote, Olivia K. „Lebanon’s “Social Mosaic”: The (Re)Making of Identities and the Impact of Liberal Education (A Preliminary Study)“. Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313703729.

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Baker, Joseph O., Kelli K. Smith und Yasmin A. Stoss. „Theism, Secularism, and Sexual Education in the United States“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/491.

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Substantial bodies of literature have examined public opinion about sexual education, the politicization of sexual education in public schools, and connections between population characteristics and social policies. At present, however, little is known about whether and how population characteristics predict the likelihood of specific sexual education policies. We analyze data at the state level in the USA to determine if and how specific religious aspects of states’ populations influence the likelihood of specific sexual education policies. Results indicate that high levels of theism significantly increase the likelihood of sexual education policies stressing abstinence, while higher levels of individuals not actively participating in organized religion correlate with a significantly higher likelihood of having sexual education policy that mandates the coverage of contraception. We discuss these findings in a framework of symbolic politics and moral communities, focusing on the intersections of religion, politics, and sexuality.

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Bücher zum Thema "Social sciences -> religion -> education"

Canada. Human Resources Development Canada. Communications Branch., Hrsg. Education, social sciences, social services & religion. Ottawa-Hull: Communications Branch, Human Resources Development Canada, 1994.

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Churchill, Christian J. The enigmatic academy: Class, bureaucracy, and religion in American education. Philadelphia, Pa: Temple University Press, 2012.

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Education, Ontario Ministry of. Social sciences and the humanities: The Ontario curriculum, grades 9 and 10, 1999. [Toronto, Ont.]: The Ministry, 1999.

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David, Chidester, Stonier Janet und Tobler Judy, Hrsg. Diversity as ethos: Challenges for interreligious and intercultural education. Rondebosch: ICRSA, 1999.

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Alkire, Leland G. Periodical title abbreviations: Covering periodical title abbreviations and selected monograph abbreviations in science, the social sciences, the humanities, law, medicine, religion, library science, engineering, education, business, art, and many other fields. 8. Aufl. Detroit, Mich: Gale Research Co., 1992.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Trofimchuk, M. Kh. Akademii︠a︡ u Troit︠s︡y: Vospominanii︠a︡ o Moskovskikh dukhovnykh shkolakh. Sergiev Posad: Svi︠a︡to-Troit︠s︡kai︠a︡ Sergieva Lavra, 2005.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences humaines et sociales, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Robinson, J. Jeffrey. Social control and the education of adults in the nineteenth and early twentieth centuries: The role of religion, natural law, science and useful knowledge in curbing licentiousness, promoting moral rescue and averting working-class dissent. Boca Raton: BrownWalker Press, 2013.

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comp, Alkire Leland G., Westerman Cheryl I und Gale Research Company, Hrsg. Periodical title abbreviations: by title: Covering periodical title abbreviations, database abbreviations, and selected monograph abbreviations in science, the social sciences, the humanities, law, medicine, religion, library science, engineering, education, business, art, and many other fields. Detroit, Mich: Gale Research Co., 1996.

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Buchteile zum Thema "Social sciences -> religion -> education"

English, Leona M. „Informing the Pedagogical Practice of Interreligious Education: Critical Social Science Directions“. In International Handbooks of Religion and Education, 425–40. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-9260-2_27.

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Khasan, Moh. „Understanding Social Aspects of Religion and its Relevance to the Relationship Between Religion and State“. In Advances in Social Science, Education and Humanities Research, 188–93. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-174-6_32.

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Hastangka, Hastangka, und Farida Hanum. „The Role Of Religion In Higher Education: A Need For Assessment On Religious Education In Indonesia“. In Proceedings of the 2nd Lawang Sewu International Symposium on Humanities and Social Sciences 2023 (LEWIS HUSO 2023), 216–23. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-267-5_17.

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Muthia, Alma, Moeh Iqbal Sultan und Das’ad Latief. „Utilization of Websites as a Public Communication Strategy in Disseminating Religious Moderation (Case Study: Indonesian Ministry of Religion)“. In Advances in Social Science, Education and Humanities Research, 568–76. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-236-1_60.

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Yao, Weihua, Shunfei Yan und Yanshuang Wang. „A Study on Religious Beliefs among College Students Based on FP-Growth Algorithm“. In Atlantis Highlights in Social Sciences, Education and Humanities, 275–85. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-276-7_29.

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Cooper, Davina. „Strategies of Power: Legislating Worship and Religious Education“. In The Impact of Michel Foucault on the Social Sciences and Humanities, 147–72. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25101-8_8.

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Yao, Weihua, Shunfei Yan und Yanshuang Wang. „Correction to: A Study on Religious Beliefs among College Students Based on FP-Growth Algorithm“. In Atlantis Highlights in Social Sciences, Education and Humanities, C1. Dordrecht: Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-276-7_55.

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Landesz, Tamás. „Future of Religion“. In Future of Business and Finance, 217–23. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36382-5_17.

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AbstractThe belief in God and religion is no longer considered essential for societal functioning in many parts of the world. The future of religion is the topic of many debates, and while some believe religion will die out, others believe that it will evolve to accommodate social changes. People are increasingly turning to spirituality, and there is a growing trend toward the “spiritual but not religious” label. The rise of secularism and multiculturalism and increasing understanding and shaping of the world through science has led some to believe that the future of religion may be that it has no future. Others argue that religion still has a role in society, and a universal religion based on morals will prevail. The current trend shows that some countries with a high proportion of atheists also exhibit a well-balanced society, raising the question of whether a robust economy, the rule of law, and quality education can replace the need for a religious foundation. The Internet could be a potential source for gathering followers, and virtual movements are gaining popularity at rates never seen before. As artificial intelligence (AI) blurs the boundaries between humans and machines, it is argued that the concept of “singularity” has become mainstream, leading some to believe that a superhuman AI will be created that could conceive of ideas and invent technological tools more advanced than anything we have today.

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Fairuzzabadi, Nabil, Amirudein Al Hibbi, Hardian Wahyu Widianto und Faiz Arwi Assalimi. „Religion and Environmental Conflict in Wadas of Purworejo Indonesia“. In Proceedings of the International Conference of Social Science and Education (ICOSSED 2021), 135–43. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-55-8_19.

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Suryanef, Suryanef, Al Rafni und S. Nurman. „Reconstruction of a Religion-Based Education Policy Model as Local Character Strengthening in the City of Padang“. In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022), 795–804. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-35-0_97.

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Konferenzberichte zum Thema "Social sciences -> religion -> education"

Kamat, Jeanne Brennan. „Religion and Identity“. In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.314.

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Hijriah, Umi, Yuberti, Sovia Mas Ayu, Ida Fiteriani, Nur Endah Susilowati und Sri Latifah. „Integrating Religion With Science and Technology for Islamic Education“. In 1st Raden Intan International Conference on Muslim Societies and Social Sciences (RIICMuSSS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201113.027.

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Mamchenkov, Dmitry. „Foundation of Human Freedom in Religion and Science“. In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.319.

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Rafiq, Aayesha. „Religion, Women & Hermeneutical Shifts“. In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.83.

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Zaenal Arifin Anis, Moh, und Deasy Arisanty. „Relation Between Religion and Social Integration Toward Multicultural Community of Dayak Halong“. In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.45.

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Gubanov, Nikolay N., Nikolay I. Gubanov und Lyudmila Rokotyanskaya. „Conflicts Based on Humor and Religion“. In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.459.

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Narulita, Sari, Rihlah Nur Aulia, Elisabeth Nugrahaeni, Firdaus Wajdi, Izzatul Mardhiah und Andy Hadiyanto. „Religion Learning Strategies for the Z Generation“. In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.136.

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Zhao, Fangyuan. „The Impact of Communication Technology on Religion“. In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.433.

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„History of Christianity’s Spread and Development in Japan--An Investigation of the confrontation relationship with “civil religion”“. In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.073.

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„Testing the Effect of a Course on Sociology of Religion on the Religiosity of College Students“. In International Conference on Research in Social Sciences, Humanities and Education. Universal Researchers (UAE), 2016. http://dx.doi.org/10.17758/uruae.uh0516068.

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Berichte der Organisationen zum Thema "Social sciences -> religion -> education"

Research, Gratis. Bioethics: The Religion of Science. Gratis Research, November 2020. http://dx.doi.org/10.47496/gr.blog.02.

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Bioethics is a study of the typically controversial ethics which are brought about by the advances in life sciences and healthcare, ranging from the debates over boundaries of life to the right to reject medical care for religious or social reasons

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Hernández-López, Luis Pablo, Miriam Romero-López und Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.

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GONZALEZ, JAZMIN ALEJANDRA ORGAZ, ROSA MARIA OSTIGUIN MELENDEZ, GLADIS PATRICIA ARISTIZABAL HOYOS und ARIEL VILCHIS REYES. Facilitators and obstacles of diabetes self-management programs from implementation sciences. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0092.

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Review question / Objective: What are the facilitators and obstacles of diabetes self-management programs from implementation sciences? Rationale: Diabetes is a chronic disease that affects millions of people around the world, it is a complex disease that requires a comprehensive approach in management and treatment. Self-management of diabetes is essential to control the disease and prevent complications. There are many programs designed to help people manage diabetes, but not all of them are effective in practice. Identifying the barriers and facilitators that patients face when using diabetes self-management programs can help identify factors that influence the implementation and success of these programs, such as accessibility, adherence, education, and support. social support. This will allow the identification of best practices and effective strategies to improve the implementation of these programs.

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Gedi,, Zeri Khairy. “Freedom Belongs to Everyone”: The Experiences of Yazidi Women in Bashiqa and Bahzani. Institute of Development Studies, Dezember 2022. http://dx.doi.org/10.19088/creid.2022.009.

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This CREID Policy Briefing provides recommendations to address the marginalisation, discrimination and exclusion faced by Yazidi women in Bashiqa and Bahzani. Yazidi women in Bashiqa and Bahzani today are still living through the trauma and consequences of the genocide committed by the Islamic State (ISIS). In addition, they face a range of further challenges as marginalised women from a minority religion. While more Yazidi girls and young women are progressing in education, harmful social norms, customs and practices – originating from both wider Iraqi society and the Yazidi community itself – create barriers for Yazidi women who want or need to work outside of the home, access healthcare or engage in public life. Widows and divorced women face specific challenges as they are seen as without male protection. Yazidi women also face the stigma that comes from being a former captive of ISIS, and the discrimination that comes from being judged an “infidel” due to their religion.

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Ryazantsev, Sergey, und Tamara Rostovskaya. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. ООО Издательско-торговый дом «ПЕРСПЕКТИВА», November 2020. http://dx.doi.org/10.38085/978-5-905-790-45-4-2020-1-560.

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The collection contains conference papers of the participants of the I Russian-Iranian Sociological Forum, organized by the ISPR and IDR FCTAS RAS with the support from the Ministry of Science and Higher Education of the Russian Federation (16 – 18 November 2020, Moscow). The collection is addressed to sociologists, political scientists, economists, students, postgraduates, teachers, and everyone who is interested in the development of international cooperation between Russia and Iran in the field of social sciences.

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Ryazantsev, Sergey, und Tamara Rostovskaya, Hrsg. I Russian-Iranian Sociological Forum. Conference Proceedings (Moscow, 16 – 18 November 2020) / Eds.-in-chief S.V. Ryazantsev, T.K. Rostovskaya, FCTAS RAS. – M.:, 2020. – 560 p. Perspectiva Publishing, November 2020. http://dx.doi.org/10.38085/978-5-905-790-47-8-2020-1-560.

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Oosterhoff, Pauline, und Raudah M. Yunus. The Effects of Social Assistance Interventions on Gender, Familial and Household Relations Among Refugees and Displaced Populations: A Review of the Literature on Interventions in Syria, Iraq, Jordan and Lebanon. Institute of Development Studies (IDS), März 2022. http://dx.doi.org/10.19088/basic.2022.011.

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This literature review aims to explore the evidence on the effects of social assistance on gender, familial, and household relations and power dynamics among refugees and (internally) displaced populations in Syria, Iraq, Jordan, and Lebanon. It examines the findings from an intersectional gender perspective allowing the authors to build on the knowledge of ‘what works’ in interventions in general and hopefully improve gender equality and social inclusion. Out of 1,564 papers initially identified and screened, 22 were included in the final stage. A question that emerged as the papers were analysed was whether the arduous work of targeting individuals was efficient or necessary, given that the available evidence suggests that beneficiaries generally tend to share their stipend with other family members for the collective good. Most studies tended to conflate gender with women and girls – making distinctions between widowed, married, unmarried and divorced women – but ignoring other dimensions such as class, health status, religion, ethnicity, education, prior work experience, political affiliation, and civil participation. Many programmes and research fail to disaggregate data. Social assistance programmes focus on individuals and households, with little attention to the wider context and overall conflict. Most studies paid negligible attention to familial infrastructures and strategies for sustainable interventions. Access to, and use of, cash transfers are part of broader familial strategies to mobilise or increase resources including, for example, (male) migration in pursuit of remittances, or (female) dependency on ‘community charity’. Short-term cash transfers can, in some circumstances, disrupt individuals’ and families’ access to more sustainable income or ‘charity’. Thus, important questions are raised about the purpose of social assistance: does it aim to preserve or transform families through targeting?

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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon und Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3853.

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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.

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O’Dwyer, Laura, Joerg Schlatterer, Cynthia Fuhrmann und Corrie Kuniyoshi. I3IDP Survey Toolkit: User Manual. American Chemical Society, Mai 2023. http://dx.doi.org/10.1021/acs.edu.i3idpuserguide.

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The goal of the Impact Indicator and Instruments for Individual Development Plans (I3IDP) project, funded by the NSF Innovation in Graduate Education [Grant No. 1806607], was to build a foundation for determining how and why the Individual Development Plan (IDP) process is effective for STEM graduate students. To achieve this goal, we defined "IDP" and the core components of the IDP process in the context of social sciences studies and theories, defined anticipated measurable outcomes for the IDP process, and developed and tested a set of instruments for demonstrating changes in student actions and attitudes resulting from engagement in the IDP process. The result of this project was the I3IDP Survey Toolkit described in this document, which was constructed towards testing cohorts of graduate students engaged at various levels in the IDP-Process.

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Martino, W., J. Kassen, K. Omercajic und L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.

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