Journal articles on the topic 'Teaching (religious aspects)'
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Osipova, N. G. "Social aspects of main religious doctrines: Buddhism." Moscow State University Bulletin. Series 18. Sociology and Political Science 27, no. 3 (October 4, 2021): 105–28. http://dx.doi.org/10.24290/1029-3736-2021-27-3-105-128.
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The article examines in detail the problems associated with the development of Buddhism, which introduced a personal aspect to religion and embodied the idea of the need for compassion for all living beings. A special place is occupied by the analysis of the moral and social component of this religion. Buddhism is seen as a protest movement that originated in India and is directed against the frozen hierarchy, mechanical ritualism and greed of the Brahmins. This religion challenged the Brahmin hierarchy, appealing primarily to warriors, kings, and the mass of the free population. The Buddhist community was a brotherhood of mendicant monks who did not perform any rituals, but only showed people the way to salvation by the example of their lives. Buddhism is also one of the radical reformist teachings, not only intellectually, but also socially. He called people, first of all, to inner perfection, the last stage of which can be achieved only through kindness and benevolence to all living beings. The central point of this article is devoted to the debate about the reality of the Buddha’s existence, his teaching and the transformations of this teaching. A significant place is given to the description of the way of life of Buddhist monks, the relationship within the Buddhist community and with the laity. The reasons for the attractiveness of Buddhism and its easy adaptability to other religious doctrines are substantiated. The possibilities of transformation of Buddhism, including within the framework of syncretic creeds, as well as in the activities of totalitarian and pseudo-religious sects, are shown. Examples of the politicization of this religion and its inclusion in the activities of fundamentalist organizations are given.
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Kosiewicz, Jerzy. "Scientific Tourism, Aspects, Religious and Ethics Values." Physical Culture and Sport. Studies and Research 62, no. 1 (June 1, 2014): 83–93. http://dx.doi.org/10.2478/pcssr-2014-0014.
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Abstract The presented paper focuses primarily on the tourism activities of teaching staff at universities and other research institutions. This applies in particular to travel during which the principal purpose is, inter alia, various exploratory internships, conferences, trips as a guest professor or a visiting professor under the auspices of the Erasmus and Erasmus Mundus programs. These peregrinations require extra effort, not only with regards to teaching and research duties, but also present opportunities to confront, test and evaluate one’s own research results and outlook with new listeners in new locations in different environments. This travel especially applies to the foreign environment, a situation that presents high degrees of professional, scientific and linguistic challenges, resulting in increased contributions and activity to the specific field of science. Regardless of the workload and the difficulties of the discussed travel, such travel can also bring about much personal satisfaction: a) due to a sense of a well done job as a result of meeting expectations of the employer and the host placed on the 'messenger of science' and b) due to the pleasure associated with those tourist experiences having autotelic and pragmatic (instrumental) overtones
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Zajączkowski, Ryszard. "The Main Philosophical Inspirations in the Teaching of John Paul II during His Pilgrimages to Poland." Religions 13, no. 2 (January 21, 2022): 106. http://dx.doi.org/10.3390/rel13020106.
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The article focuses on the philosophical aspects of John Paul II’s teachings during his pilgrimages to Poland. The pope, as an academic and philosopher, often discussed, in his teaching, topics that had also previously been part of his scholarly philosophical studies. Therefore, the philosophical legacy of Karol Wojtyła serves a significant context that enriches the papal teachings. This way, a complementing light is shed on his teachings, the terms he was using gain a deeper meaning and one can observe a deeper sense in his message. Under the influence of the statements of John Paul II during his pilgrimages to Poland, an unmistakable impression arises that they form a logical and comprehensive moral teaching firmly rooted in his pre-pontifical theological and philosophical thought, developing ideas (especially in the theological dimension) and giving them practical expression. The philosophical work of Karol Wojtyła is an important pillar and source of inspiration for the theology of John Paul II, especially in his teaching about the human person, laying the foundations for Christian anthropology. At the end of the paper, a specific aspect of the papal teaching in the Polish context is stressed.
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Safiqo, Tatik. "Pendidikan Afektif Dan Penerapannya Dalam Pembelajaran Di Sekolah." Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah 27, no. 2 (October 26, 2020): 51–60. http://dx.doi.org/10.52166/tasyri.v27i2.99.
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The failure of religious education is because the practice of education only pays attention to the cognitive aspects of the growth of values (religion), and ignores the development of affective and conative-volutive aspects, namely the ability and determination to practice the values of religious teachings. As a result, there is a gap between knowledge and practice in religious teaching, so that they are unable to form an Islamic personality. The success of education, so far, is only measured from the superiority of the cognitive domain and barely measures the affective and psychomotor domains, so that character building and character are neglected. In order to anticipate these various problems, religious education learning in schools must show its contribution. One of them is improving. As for every material taught to students contains values related to the behavior of everyday life, such as moral material, and for this moral aspect, in addition to studying the problems related to the knowledge aspect, the functional aspect is prioritized on the attitude aspect, so that later students behave as a Muslim who has a noble character. Then these affective values are in the material of morals and must be embedded in students in Religious Education.
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Sadat, Mian Mujahid Shah, Zakir ullah Zakir, and Irfan ullah Irfan. "بدھ مت کے اخلاقیات میں اخلاقی جہات ِ ثمانیہ ( آریہ ستیہ) اور اسلامی متقابل اخلاقی تعلیمات : ایک تحقیقی جائزہ." Al-Duhaa 3, no. 01 (June 1, 2022): 37–50. http://dx.doi.org/10.51665/al-duhaa.003.01.0126.
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This article provides a comparative overview of the specific moral aspects of the two religions "Islam and Buddhism". In which, an attempt has been made to prove this, Why wars and conflict are connected to religions? Why peaceful and ethical teaching of religions are hidden from lay community? For this, I adopted comparative study and critical temperament has been used to a lesser extent in order to gain access to the distinct moral teachings from the literature of other atheists and to pave the way for the followers of different religions to expand. Where other problems and difficulties surround religions, the issues that stand in the way of religions, they present to you how religion leads to decline, the following issues: Science, Atheism, Social Interaction, Philosophy of Religions, Feminism Movements, Sectarianism/Inter sects, Secularism, Inter Marriages. These are some of the things that hinder the progress of religion. Therefore, the religious people are requested, not to ignore the above mentioned issues but to look at them and teach religious teachings and at the same time take care of them as there is a lack of ethics and work in all areas, adhering to moral teachings.
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Kendiani, Sefti Dedek. "The Islamic Characters in Teaching English." Journal of English Education and Teaching 4, no. 3 (September 2, 2020): 431–48. http://dx.doi.org/10.33369/jeet.4.3.431-448.
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This study aims to determine the Islamic character implemented by the English Tadris lecturer in the learning process in the English Tadris Study Program at IAIN Curup. The method used was descriptive quantitative by using inferential percentage formula. The sample of this research is 127 students taken from the total number of English Tadris students, 234 students using the Hery King homogeny. The results of this study indicate the first 60.6% of lecturers implement religious aspects of greeting is Islam such as “Assalamualaikum, bismillahirrohmanirrohim, alhamdulillahirrobilalamin, in starting and ending lessons. Second, 48.8% of the lecturers implements aspects the lecturer uses clothes according to the Institut Agama Islam Negeri (IAIN) Curup code of ethics. Third, 47.2% in aspect Appreciating Achievement, the statement used is that the lecturer gives high motivation to students to continue learning. Fourth, 44.2% in democratic aspect, and statement of this aspect namely lecturers are open in accepting student opinions. Fifth,43.3% is the spirit of nationality aspect, the statements in this aspect are the lecturers commemorate national (Indonesian Independence day, Heroes day, mother's day, etc) and Islamic day (Maulid of the Prophet Muhammad SAW, Halal bi halal, Islamic Miraj, Islamic new year).
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Witie, Greg E. "Book Review: Luke the Theologian: Aspects of His Teaching." Interpretation: A Journal of Bible and Theology 45, no. 1 (January 1991): 86–88. http://dx.doi.org/10.1177/002096430004500122.
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Garrett, Susan R., and Joseph A. Fitzmyer. "Luke the Theologian: Aspects of His Teaching." Journal of Biblical Literature 110, no. 4 (1991): 729. http://dx.doi.org/10.2307/3267683.
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Bøe, Marianne Hafnor. "Controversies, Complexities and Contexts: Teaching Islam through Internal Feminist Critique of the Religion." Religions 11, no. 12 (December 9, 2020): 662. http://dx.doi.org/10.3390/rel11120662.
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In what ways can teaching Islam through controversial issues be useful in religious education? Can it serve to counter problems of representation of Islam, and what are the benefits and possible pitfalls of adopting such an approach? In this article, I will explore the use of Muslim internal feminist critique of conservative and patriarchal interpretations of women’s religious leadership in Islam as a controversial issues approach to teaching Islam in non-confessional religious education. The approach can be relevant for students in upper-secondary religious education, but also in teacher education. Building on secondary research documenting the problems of teaching Islam in non-confessional religious education in the Nordic countries as well as research on Muslim feminism spanning over a decade, this article investigates the didactic potentials and challenges that adopting the controversial issues approach may hold for teaching Islam. The main argument of this article is that the internal feminist debate on Islam provides an alternative entry to teaching Islam. It provides didactic resources and tools for understanding the discursive aspects of Islam, i.e., how Islam is conceived, interpreted, debated and practiced by Muslims, which in turn highlight power aspects and authority that are central to the production of religious knowledge. Consequently, the controversial issues approach may serve to counter certain “grand narratives” that seem to permeate current representations of Islam in religious education.
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Muhidin, Muhidin, Ahmad Nurwadjah, and Andewi Suhartini. "Analisis Teologi Pendidikan Dalam Penguatan Pendidikan Islam." Jurnal Dirosah Islamiyah 3, no. 3 (August 11, 2021): 362–73. http://dx.doi.org/10.47467/jdi.v3i3.454.
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Education is often interpreted as a conscious effort made by educators towards students in an effort to provide knowledge, education and teaching to achieve happiness and the ultimate goal of life. The purpose of the true happiness of life is that which includes the fulfillment of physical and spiritual aspects. Islam as a doctrinal force has the essence of both. Education in Islam is education that is based on the teachings of Islam, Islam as a religious teaching taught and brought by Muhammad SAW, contains a set of teachings about human life, teachings that are formulated based on sources in the Qur'an and hadith and based on the explanation of the ratio of reason. So that the realization and reinforcement obtained in Islamic education must include physical and spiritual aspects
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Ma'arif and Ratna Prilianti. "Bahan Ajar Berbasis TIK pada Diklat Teknis Fungsional Peningkatan Kompetensi Pengawas Madrasah/PAI di Balai Diklat Kegamaan Makassar." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 9, no. 1 (September 13, 2021): 43–58. http://dx.doi.org/10.36052/andragogi.v9i1.217.
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[TEACHING MATERIALS BASED ON ICT ON THE FUNCTIONAL TECHNICAL TRAINING OF THE COMPETENCEIMPROVEMENT OF MADRASAH/ISLAMIC EDUCATION SUPERVISORS AT RELIGIOUS TRAINING CENTER OFMAKASSAR]. The researchs’ aim is to evaluate teaching materials based on ICT on the Functional Technical Training of the Competence Improvement of Madrasah/Islamic Education supervisors at Religious Training Center of Makassar. This evaluation includes aspects of the substance of the material, design of the learning,appearance/visual communication, and the use of the software. This research is qualitative research with a case study form. The data collecting through interviews, observation, and documentation. While the data analysis uses qualitative data analysis by data reduction, data presentation, conclusion drawing, and verification. The results showed that even though some of these aspects still needed improvement, in general, the quality of teaching materials used by trainers at the Religious Training Center of Makassar was good enough. Trainers’ understanding of the aspects that must be considered in making teaching materials based on ICT must be continuously improved in the form of real implementation, namely good teaching materials based on ICT. For that reason, mastery of ICT is an absolute for the trainers and there must be strong management support in encouraging trainers to compile and develop teaching materials that can support the achievement of the training objectives.
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Benari, Gili. "Teaching Ethics in Religious or Cultural Conflict Situations: a Personal Perspective." Nursing Ethics 16, no. 4 (June 15, 2009): 429–35. http://dx.doi.org/10.1177/0969733009104607.
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This article portrays the unique aspects of ethics education in a multicultural, multireligious and conflict-based atmosphere among Jewish and Arab nursing students in Jerusalem, Israel. It discusses the principles and the methods used for rising above this tension and dealing with this complicated situation, based on Yoder's `bridging' method. An example is used of Jewish and Arab students together implementing two projects in 2008, when the faculty decided to co-operate with communities in East Jerusalem, the Arab side of the city. The students took it upon themselves to chaperon the teachers who came to watch them at work, translate, and facilitate interaction with a guarded and suspicious community. This approach could also be relevant to less extreme conditions in any inter-religious environment when trying to produce graduates with a strong ethical awareness.
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Maduro, Otto. "Teaching Bourdieu on and in the Study of Religion(s)." Bulletin for the Study of Religion 41, no. 1 (March 1, 2012): 32–37. http://dx.doi.org/10.1558/bsor.v41i1.007.
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This essay summarizes some salient points of the experience of a few years teaching a biennial graduate-level course on the uses of Pierre Bourdieu for the social-scientific study of religion. The original teaching context is that of a graduate division of religion in a theological school, within an area of Religion & Society and in a concentration on the sociology of religions. Albeit the course is designed firstly with PhD candidates in the latter concentration in mind, participants come from many other concentrations and areas of the division as well. The article synthesizes some key aspects of the process, method, resources, and hurdles of this attempt to propose to doctoral candidates in religious studies a reading, reflection and discussion of works by/on/using Bourdieu which illumines and benefits their scholarly research efforts to understand specific socio-religious dynamics – while simultaneously helps them overcome some of the main challenges and blunders typical of reading Bourdieu.
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Kiriana, I. Nyoman. "Increase Student Learning Interest in Covid-19 with Digital Teaching Materials." Journal of Education Technology 5, no. 2 (August 17, 2021): 322. http://dx.doi.org/10.23887/jet.v5i2.33997.
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The problem behind this research was the implementation of learning courses that tend to attract less students to study. This research was research and development. The subject of the research trial was a student of the Religious Education Study Program. The data collected in this research were data from expert test subject content, design expert test, learning media expert test, and from student trials. Data collection instrument used in the form of evaluation sheet (questionnaire). Data analysis used qualitative and descriptive quantitative descriptive analysis. The results of the assessment of media products were carried out based on six aspects, namely: aspects of the content of the field of study / with a percentage of achievement rate of 87.00% with a worthy predicate; reviewed from the aspect of learning design with a percentage of achievement rate of 85.55% worthy predicate; reviewed from the aspect of learning media with a percentage of achievement rate of 88.00% worthy predicate; reviewed from the aspect of individual trials, with a percentage rate of 90.65% pedikat very feasible; small group trials, with a percentage achievement rate of 95.55% predicate is very feasible;and reviewed from the aspect of field trials with a percentage achievement rate of 94.45% predicate is very feasible. Thus this product in the form of teaching materials has a good level of validity and deserves to be used in the learning process in religious education courses.
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Wahyudi, Winarto Eka. "Mengurai Problematika Pembelajaran Akidah (Integrasi Cooperative Learning Dengan Epistimologi Abid Al-Jabiri)." KUTTAB 1, no. 2 (September 30, 2017): 145–57. http://dx.doi.org/10.30736/kuttab.v1i2.107.
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The process of Islamic religious education in schools has so far been centered on teaching materials. The materials have a varied segmentation of discussion, especially in the aspects of aqidah, ritual, akhlaq, history and so on. The values of Islamic teachings contained in teaching materials are not only related to both empirical and concrete aspects of knowledge. There are also the ones dealing with the abstract and unreasonable aspects. For example in the aqidah subject matter, there are discussions about belief in God, angels, the hereafter and so on. In this paper, the writer experimented with a learning method that integrates the cooperative learning approach with the Abid al-Jabiri's epistimological foundations. On this stand, the aqidah material in educational institutions is expected to run effectively on the one hand, and not to reduce the fundamental values of Islamic teachings on the other hand.
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Svensson, Jonas. "Have you all got your copy of the Qur’an? Rationalisation, ritual and the role of God's word in a Kenyan Islamic educational setting." Tidsskrift for Islamforskning 1, no. 1 (April 3, 2006): 27. http://dx.doi.org/10.7146/tifo.v1i1.24332.
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This article concerns the discussions on and use of the Qur'an in the setting of Islamic Religious Education in Kisumu, Kenya. It is based on fieldwork conducted 2003 – 2006. Theoretically it uses a distinction between ritual and cognitive aspects of how the text is addressed. The author finds that the teaching is focused on the latter aspect. Hence, hypothetically the author argues, Islamic Religious Education, through the content and the form of the teaching as well as the position of the subject itself in the overall educational system, promotes a "demystification" of the text, providing it with a character that is quite different from the one dominating in the local Muslim context.
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Solikhudin, Muhammad. "Metodologi Politik Negara Kesatuan Republik Indonesia dan Implikasinya terhadap Nalar Nasionalisme Berbasis Keagamaan." Proceedings of Annual Conference for Muslim Scholars 6, no. 1 (April 15, 2022): 14–34. http://dx.doi.org/10.36835/ancoms.v6i1.333.
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This article attempts to explain the political methodology of the Unitary State of the Republic of Indonesia and its implications for religious-based nationalism. As is known, the Unitary State of the Republic of Indonesia was built with great struggle. Indonesia was born based on a sincere and sincere intention to build an independent unitary state. At the same time to achieve a just, prosperous and prosperous society. A number of events have been passed by this nation. The task of the Indonesian people at this time is to take care of the common house (Indonesia) as a realization of devotion and love for the homeland. Taking care of the Unitary State of the Republic of Indonesia today is by understanding the political methodology of the Unitary State of the Republic of Indonesia, if observed in the contemporary era in Indonesian localities, many political issues with religious nuances are developed. National political issues are strongly influenced by the controversy surrounding SARA (ethnicity, religion, race, and intergroup) wrapped in religious normative arguments. Religion, which should be the teaching and norms of living personality that enlightens every individual, is tainted by the issue of poor quality political interests. Therefore, it is necessary to understand the political methodology of the Republic of Indonesia which includes several aspects such as the harmonization of religion and state. Furthermore, aspects of the concept of democracy in Indonesia are in line with Islamic teachings and the last aspect of national politics is egalitarian and non-violent based which is also in line with religious teachings. All of these aspects will in turn give birth to the reasoning of religious-based nationalism as an ideal and logical implication in seeing the existence of Indonesia which is multicultural and diverse.
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Ulum, Muhammad. "Pemberdayaan Partisipasi Masyarakat dalam Membangun Nilai-Nilai Religius di Desa Wringin Kecamatan Wringin Kabupaten Bondowoso." GUYUB: Journal of Community Engagement 1, no. 1 (April 13, 2020): 59–71. http://dx.doi.org/10.33650/guyub.v1i1.1258.
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Wringin in Bondowoso District is a rural area in which the most of inhabitants are religious, but there are lots of them having deviant behaviors, such as gambling, illegal lottery, and mony laundry. It seems more difficult since he level of social participation in religious teaching is relatively low. Furthermore, the social empowerment is important in terms of religious teaching regularly undertaken in Mosque of Baitus Mukhlisin Islamic Boardingschool. This program is possibly to increase their religious understanding of daily life aspects, such as social moral values, classification of obligatory and meritorious worships, correct praying procedures, right and duty between married couple, religious parenting, etc.Keywords: Wringin Village, Social Participation, Religious Values
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Adigamov, Ramil K. "Innovative Approaches and Techniques in the Teaching of Islamic Creed." Minbar. Islamic Studies 11, no. 1 (June 30, 2018): 126–32. http://dx.doi.org/10.31162/2618-9569-2018-11-1-126-132.
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Abstract: the article analyses aspects of teaching of the Islamic creed in Islamic religious educational institutions of the Republic of Tatarstan. As well as an overview of modern innovative methods and technologies in teaching Islamic creed.
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Dasopang, Muhammad Darwis, HJ Sammali Bin HJ Adam, and Ismail Fahmi Arrauf Nasution. "Integration of Religion and Culture in Muslim Minority Communities through Islamic Education." Jurnal Pendidikan Islam 8, no. 2 (December 31, 2022): 221–38. http://dx.doi.org/10.15575/jpi.v8i2.19445.
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The clash between Islam and culture often occurs in efforts to disseminate Islamic education to the society especially in areas with Muslim minority communities. This study aims to explore the integration of culture and Islam in Muslim minority areas in the context of implementing Islamic education. The research took place at two Madrasah Aliyah schools and one Madrasah Tsanawiyah located in Tarutung City. This study applied qualitative and phenomenological approach. The data were obtained through observation, interviews, and documentation techniques. Triangulation techniques were used to analyze the data. The informants involved in this study were community leaders, educational leaders and religious leaders. The results of the study show that Islamic religion and culture can be integrated in socializing Islamic education to people in Muslim minority areas in Indonesia. Many aspects of Batak culture are maintained because they are in accordance with Islamic religious teaching. Some aspect of Batak culture that are contrary to Islamic religious teachings are adapted to be compatible with Islamic religious teachings. In this study, the integration of Islamic religion and Batak culture went fairly smoothly and is accepted by the community to deliver in Islamic education in the region.
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Sabilan, Sapie, Mohd Isa Hamzah, and Suhana Mohamed Lip. "The Level Of Teachers’ Skills Based On Integrated Holistic Education System (IHES) In Relation To Teachers’ Education Background In Selangor." Journal of Quran Sunnah Education & Special Needs 5, no. 2 (December 1, 2021): 28–38. http://dx.doi.org/10.33102/jqss.vol5no2.113.
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The purpose of this research is to examine the level of teaching skills among teachers of Religious Primary School (SRA) under Selangor Islamic Religious Division (JAIS) through teachers’ training program based on Integrated Holistic Education System (IHES) and its relation to teachers’ education background in Selangor. The research design used is the quantitative approach using a set of questionnaire as the research instrument based on Kirkpatrick Evaluation Model (2000) to elaborate the aspect of JAIS SRA teachers’ teaching skills. The samples selected were among 535 JAIS SRA teachers from 5480 teachers from nine districts in Selangor. The descriptive findings showed a moderately high mean value for all aspects of teachers’ skills. The one tailed ANOVA test showed a significant difference between teachers with level of certificate/ diploma or degree education background and teachers with level of STPM/STAM/Rabi’ Thanawi and below in term of teaching skill aspect. The findings from this research can be an indicator to improve teachers’ training system provided for JAIS SRA teachers particularly related to teaching implementation through IHES
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Noor, Triana Rosalina. "Meneropong Indonesia: Sebuah Analisis Sosiologis dan Psikologis Atas Konflik Benuansa Keagamaan Di Indonesia." Journal An-Nafs: Kajian Penelitian Psikologi 3, no. 2 (December 11, 2018): 135–50. http://dx.doi.org/10.33367/psi.v3i2.499.
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Indonesian is a pluralistic nation, such as religion. The essence of religion is teaching followers for helping each other to keeping the unity of Indonesia. Religion will encourage its people for kindness to humanity eventough on the same religion or different religions. In fact nowdays, religious conflict is inevitable to happen in Indonesia. A religious conflict or even a conflict that is made as can be as threath to disintegrity of Indonesia.Facing religious conflict in Indonesia is required analysis from various angles such as sociology and psychology aspects of the religious conflict. The study concluded that the causes of religious conflict are caused by economic factors, social prejudices, conflicy of interests and others. This sociological and psychological analysis can be used as an illustration of the actions that can be done for resolving religious conflict as well as the effort to re-engage the unity to prevent the disintegration of Indonesia.
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Losert, Martin, Heinrich Merkt, and Friedrich Schweitzer. "In Search of Interreligious Competence: An Empirical Study in the Context of Training Caregivers Through Religious Education." Journal of Empirical Theology 28, no. 1 (June 5, 2015): 90–112. http://dx.doi.org/10.1163/15709256-12341323.
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Given the increasingly diverse and multi-religious character of contemporary societies in Europe and beyond, interreligious education has come to attract more and more interest. This is especially true for the field of religious education. This article comes from a research project that has two aspects as its focus. The first aspect refers to the question of whether approaches to interreligious education really are effective. The other aspect concerns what is called the meaning of interreligious abilities or competence for professional qualification. The process of training future caregivers includes both of these aspects. Moreover, the project entailed an attempt to test a number of religious-education teaching units empirically for their effects on the trainees. In this article, an attempt is made to shed light on the structure of interreligious competence. The main focus is on finding a general factor of interreligious competence at the heart of more specific facets of competence.
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Kristianus, Kristianus, and Magdalena Magdalena. "Multicultural Aspects in The Curriculum of Catholic Religious Education in First Middle School." JETL (Journal of Education, Teaching and Learning) 7, no. 2 (September 5, 2022): 161. http://dx.doi.org/10.26737/jetl.v7i2.3116.
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This research was motivated by the declaration of the year of religious tolerance in 2022. Of course, this tolerant attitude must be supported by the multicultural education that students receive. For this reason, it is necessary to examine whether there is a multicultural education content in Catholic Religion subjects taught in Junior High Schools. By reviewing the 2013 National Curriculum and conducting in-depth interviews with related parties according to qualitative methods. Finally, a surprising finding was found. It turns out that as long as students study Catholicism in Junior High School, they have learned 14 chapters of multicultural education from 29 chapters of learning and as many as 49 basic competencies out of 116 basic competencies that must be mastered by students. This means that Catholic students, when they graduate from junior high school, already have adequate provisions to living tolerantly with a multicultural society. It was also found that this multicultural content was in line with the core teaching of the Catholic religion. The conclusion of this study is that the declaration of the year of tolerance by the government in terms of teaching the Catholic religion has a fairly adequate basis
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Goldstein, Stephen. "The Teaching of Religion in Government Funded Schools in Israel." Israel Law Review 26, no. 1 (1992): 36–64. http://dx.doi.org/10.1017/s0021223700010815.
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Religious education in Israel is inextricably linked with the more general aspects of the complex role of religion in Israel, which in turn cannot be understood without a basic understanding of Israel as a Jewish state, as well as that of the traditional status of religious-ethnic-national groups in the Middle East.A comprehensive discussion of these complex issues would take us well beyond the confines of this paper. Thus, we will discuss them only briefly herein, thereby necessarily dealing in generalizations which may, at times, be overly simplistic.
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Sholeh, Muhammad Muhtar Arifin. "POLA PENYIMPANGAN MUSLIM TERHADAP AJARAN AGAMANYA ( Perspektif Pendidikan Islam)." Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam 1, no. 1 (February 15, 2018): 1. http://dx.doi.org/10.30659/jspi.v1i1.2429.
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Muslims in Indonesia and all over the world have the guidance regarding moral, which is clearly mentioned in the Quran and Sunnah (the prophet tradition). They have the written value, which is directly or indirectly used as a guidance. Nevertheless, the reality shows that those great values are not always done and realized in the real life of society. Religious and cultural teaching is only as a cognitive consumption (as knowledge), no realization, so that affective and psychomotor aspects are ignored.Behaviour of society which is far from the believed values will deviate from religious teaching. The paper discusses the problems of why Muslims deviate from their religious teaching, and of what factors which affect the deviation.The deviation done by Muslims are as follows; they do not understand their religious teaching, do not pray, do not fast in Ramadhan month, do not pay zakat, do not wear Islamic cloth. The factors affecting deviation of religious teaching are personality factor (laziness, no interest, no action), economy factor (poverty, work hard, money oriented), academic (knowledge) factor (no study, no understanding), and environmental factor (relation to family, neighbour, friends, and society).
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Sajedi, Akbar, and Mir Mohsen Erfani Rad. "An investigation of the adult education method in Imam Sadiq’s (AS) School: a content analysis of hadith of Unwan al-Basri." Research and Development in Medical Education 10, no. 1 (May 12, 2021): 7. http://dx.doi.org/10.34172/rdme.2021.007.
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Background: Education plays an essential role in all aspects of life. It is particularly important in religious affairs. History shows that religious leaders utilized different methods to teach. In Islam, the Holy Prophet and the infallible Imams, especially Imam Baqir (AS) and Imam Sadiq (As), considered spiritual guidance as part of education and always accentuated and attempted to teach practically through their behavior and speech. Islamic teachings have to a large extent reported religious leaders teaching methods. One of the hadiths that focuses on adult education is Hadith of Unwan al-Basri. In this hadith, Unwan al-Basri, aged 94, reports Imam Sadiq’s (As) teaching method. The current study aimed to investigate the adult education method in Imam Sadiq (A.S) School. Methods: The Hadith of Unwan al-Basri was investigated through thematic analysis. The basic concepts were first obtained using the data coding process. The basic concepts were then reduced and categorized into sub-themes and themes. Results: The findings showed that the analysis resulted in seventy basic concepts which were reduced into nineteen sub-themes categorized into four themes: characteristics of the teacher, characteristics of the learner, characteristics of the educational environment, and the educational content. Conclusion: One of the most important elements in Imam Sadiq’s (AS) teaching method was his emphasis on teaching both practically and theoretically.
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Khairunnisa, Khairunnisa. "Penanaman Nilai Tradisi Kepesantrenan Dalam Membendung Radikalisme Agama." Al-Riwayah : Jurnal Kependidikan 12, no. 2 (September 13, 2020): 243–64. http://dx.doi.org/10.47945/al-riwayah.v12i2.284.
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Kitab Kuning tradition conserved by boarding schools recently is identical as a place of terrorism, and of course the stigma is a very erroneous reading. Boarding School is viewed with suspicion, stigmatic, so the boarding school institution as the "last fort" of moral guardians face delegitimation. An Nahdlah boarding school in Makassar as an educational institution teaching Kitab Kuning without teaching violence. It is seen from the teaching methods and the curriculum taught. Application of the religious curriculum at all does not lead to the issue of radicalism but focuses on aspects of faith, morals, interpretation, fiqhi, muamalat and tasawuf, so it is avoided from the radical understanding and builds religious understanding according to the Islamic teaching that teaches peace
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Sari, Lara Arum, Mardeli Mardeli, and Ermis Suryana. "ANALISIS NILAI RELIGIUS PADA BUKU LAPIS-LAPIS KEBERKAHAN KARYA SALIM AFILLAH." Jurnal PAI Raden Fatah 4, no. 2 (April 30, 2022): 129–39. http://dx.doi.org/10.19109/pairf.v4i2.10232.
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Religious values are values that regulate religious or religious life, a bond or relationship between humans and their God. Religious values have a relationship with worldly life, not much different from other values such as culture and social aspects. a mysterious afterlife for life. It is this afterlife that distinguishes it from other values. Religious value is also an obedient attitude or behavior in carrying out Islamic religious teachings that always worship because the task of humans as servants of Allah is to serve Him.
The type of research used in this research is library research. Literature research is research that uses reading materials as a reference source. It means collecting data by reading, studying, understanding, and analyzing documents related to the research. The data collection technique used is documentation. While the data analysis method used is using content analysis.
The results of the study stated that the religious values in the Lapis-Lapis Blessing book have three aspects of life, namely the value of aqidah, the value of worship, and the value of morals. The value of aqidah includes several things, namely faith in Allah SWT, belief in Allah's provisions and faith in apostles. The value of worship includes several things, namely; prayer, dhikr, prayer, and reading of the Qur'an. While the moral values include several things, namely; patient, please help, entertain guests, trust, and giving charity. The implementation of these three aspects requires assistance from parents, schools, and the community so that children can have their religious values embedded from a young age. So the need for deep appreciation when teaching children several things about religious values, one of which is the value of aqidah, worship, and morals.
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Diachenko, Olha Volodymyrivna, and Roman Leonidovych Shaparenko. "Aum Shinrikyo – a religious sect or a modern terrorist organization?" Dnipropetrovsk University Bulletin. History & Archaeology series 25, no. 1 (March 21, 2017): 148. http://dx.doi.org/10.15421/261716.
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This article examines the history of the Japanese totalitarian sect Aum Shinrikyo. Characteristics of the biography of its founder is given. The main aspects of religious teaching, based on the expectations of the Judgment Day and the salvation of mankind thanks to Aum, were clarified and determined. The activity of the organization in Russia has been analyzed and the terrorist actions of Aum Shinrikyo members themselves have been covered.
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Brassington, I. "Teaching to the converted: religious belief in the seminar room." Journal of Medical Ethics 32, no. 11 (November 1, 2006): 678–81. http://dx.doi.org/10.1136/jme.2005.015818.
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Law-Davis, Sharon. "Early Childhood Teachers’ Confidence to Teach Religious Education and the Influences Which Impact Their Teaching of Religious Education in Catholic Primary Schools." Religions 14, no. 2 (February 2, 2023): 198. http://dx.doi.org/10.3390/rel14020198.
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This article reports findings from a study that examines the factors which influence early childhood and care (ECEC) early career teachers’ confidence in teaching Religious Education (RE) and how it impacts their teaching of RE in Catholic primary schools in Western Australia. Teachers’ confidence is a teacher’s belief in their ability to accomplish a goal and refers to strength of belief. Research in this area has shown that confidence is correlated with the sense of teaching efficacy and responsibility for student learning. Whilst there has been some research into teacher confidence, there has been insufficient research into early childhood teachers’ confidence to teach RE in Catholic schools in an Australian context. Literature supports the notion that if early childhood teachers have a strong teacher confidence for a subject, they are more motivated to teach the subject and this has a positive correlation with positive student outcomes. The epistemological approach underpinning the research is constructivist in nature; therefore, it is based on understanding the constructed realities of what humans know of the world and themselves as produced by communications and systems of meaning. Three case studies follow teachers from their early career to second-year experience in Catholic schools. This study investigates support structures and aspects that contribute to teacher confidence in the teaching of RE. The main themes identified by the data that contributed to confidence or lack of confidence included training, family and religious backgrounds, teaching and learning, mentoring and support in the first year of teaching. The implications of the results for pre-service teacher training and support for graduate teachers are discussed and some suggestions are offered about the courses provided by universities and what schools and education systems can do to support early career teachers to teach RE effectively in Catholic schools.
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Sobczyk, Paweł. "Wolność sumienia i religii w Konstytucji Rzeczypospolitej Polskiej - postulaty Kościoła katolickiego." Prawo Kanoniczne 51, no. 3-4 (December 10, 2008): 371–83. http://dx.doi.org/10.21697/pk.2008.51.3-4.18.
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The systemic transformation initiated by the Roundtable talks of 1989 made it necessary for Poland to amend its constitution, including the regulations concerning the freedom of conscience and religion. It was natural for churches and religious organisations, including the Catholic Church, to participate in the constitutional debate. The study, reflecting only the Catholic Church’s official positions, presents issues concerning the Catholic Church’s position on religious freedom in the individual dimension, that is, the freedom of conscience and religion. The Conference of the Polish Episcopate’s 1990-1997 positions on religious freedom in the individual dimensions contained some of the most important aspects of the teaching of the Second Vatican Council. These represented the basis of the Episcopate’s position in the several-year-long debate on the desired model of the state. The constitutional guarantees of religious freedom contained in the article 53 (freedom of conscience and religion) should be seen as a compromise between the principles of liberal ideology and the teachings of the Vaticanum II.
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Sirait, Sangkot. "The Islamic Theology with A Multicultural Perspective as the Basis for Religious Learning in Yogyakarta State Elementary Schools." European Journal of Education and Pedagogy 2, no. 5 (October 30, 2021): 64–71. http://dx.doi.org/10.24018/ejedu.2021.2.5.170.
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This study aims to describe the multicultural Islamic religious learning found in several state schools in the special region of Yogyakarta. The problem in this study is how a Muslim teacher teaches Islam where students consist of various religions and traditions. The method used to obtain data in this study is interviews, document, and observation. In addition, it is also seen from the textbooks used by Islamic religious teachers in learning. From the results of this study, it can be obtained data that the learning of Islamic religious education in Yogyakarta public schools contains and has multicultural nuances. This can be seen from the aspects of learning methods in the classroom, teacher, and student relations, and how to organize classes. At the end of the article, there are also teaching materials that are conveyed in learning such as, Qur'an, the history of Islamic culture, Islamic law, and morals. Each of these subjects is taught with the faith of a Muslim but with a multicultural perspective.
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Franzenburg, Geert, Dzintra Iliško, and Hugo Verkest. "Embracing the Culture of Resilience and Remembrance in Teaching Contested Historical Narratives." Discourse and Communication for Sustainable Education 9, no. 2 (December 1, 2018): 111–22. http://dx.doi.org/10.2478/dcse-2018-0018.
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Abstract The article focuses on a discourse of resilience and remembering and its interconnectedness in teaching contested historical narratives. History mainly consists of events, remembrance, narratives, rituals, discourses, and stereotypes which can facilitate or prevent resilience. Since such purposes are part of religious and values education, a multidimensional approach is needed, which combines historical, psychological, religious, sociological, educational and literary aspects in a kind of ‘grammar of remembrance’, in order to motivate and facilitate autonomous and supervised research with discussions and sharing of experiences in different projects. The aim of this conceptual study is to facilitate interdisciplinary research and educational projects concerning memory cultures and conflict management.
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Furat, Ayşe Zişan. "Teaching Religion at Turkish Public Schools: A Theme Oscillating between Faith, Culture, and Politics." Ilahiyat Studies 11, no. 2 (December 31, 2020): 221–52. http://dx.doi.org/10.12730/13091719.2020.112.209.
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Since the proclamation of the Turkish Republic in 1923, many aspects of religious education in public schools, namely, those related to the status of religion courses, have been intensely discussed. However, developing sustainable policies that meet societal and political changes has not always been an achievable goal. This is evident from the interminable renewals of religious education curricula, which always evoke the same debate: “What should be the essence of religious education in public education? Should it aim to teach religion as a practice of faith, or should it approach religion as a cultural concept?” Focusing on this ongoing debate, this paper aims to offer an in-depth analysis of the Turkish endeavor to reconcile religious education with the secular schooling system. This paper concludes that these responses, although presented as part of pedagogical paradigm shifts, have not been impervious to the political turbulence in Turkey.
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Krylova, Anastasiya S., and Evgeniya A. Renkovskaya. "CORPUS OF KORAPUT MUNDA LANGUAGES: GOALS AND SPECIAL ASPECTS." Journal of the Institute of Oriental Studies RAS, no. 4 (14) (2020): 295–301. http://dx.doi.org/10.31696/2618-7302-2020-4-295-301.
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The paper deals with the first digital corpus of texts in the Koraput Munda languages (Sora, Gutob, Bonda), which became available online in Spring 2020. Koraput Munda are spoken in India on the border between states of Odisha and Andhra Pradesh and they all are more or less endangered. Texts in these languages were collected during four expeditions to the state of Odisha in 2016–2018. Koraput Munda speakers live in communities, which differ in religions, traditional occupations, dialects and are influenced by various official languages depending on the state. For example, Sora speakers belong to more than six religious communities and use four types of writing. Therefore, one of the main tasks of the corpus is to present texts of various genres and different social conditions of language usage. At the moment, the corpus includes oral and written texts, poetry and prose, religious, folklore and traditional everyday content. Oral texts are presented both in phonological transcription and in audio and video recordings. The sub-corpus of written texts presented in various scripts contains both texts related to a particular handwritten genre, as well as samples of printed materials. The texts are provided with morphological markup and translation into Russian and English. Each text is accompanied by detailed sociolinguistic and genre-specific information. One of the most special features of the corpus is the system of tags including text format, speaker’s gender, script, genre, topic, religion etc. This project is intended not only to make linguistic materials of the Koraput Munda languages accessible for the global linguistic and anthropological studies, but also to be useful for teaching and preserving cultural heritage, in particular within the framework of the Multi-Language Education government program.
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Casey, Maurice. "Idiom and Translation: Some Aspects of the Son of Man Problem." New Testament Studies 41, no. 2 (April 1995): 164–82. http://dx.doi.org/10.1017/s0028688500021226.
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The Gospel expression ό υίὸς τοῦ άνθρώπου has been a major Christological title for centuries. There is however widespread agreement that it is a translation of the Aramaic termand this is a normal expression for ‘man’. One way of viewing the Son of man problem is to suppose that we must account for the transition fromin the teaching of Jesus to the title ό υίὸς τοῦ ἀνθρώπου in the Gospels.
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Heim, S. Mark. "Scriptural paths for interfaith relations." Review & Expositor 114, no. 1 (February 2017): 63–70. http://dx.doi.org/10.1177/0034637316687357.
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Many aspects of Scripture bear on our relationship with neighbors of other faith traditions and on the realities of religious pluralism. Yet, the Bible does not give us direct teaching about the living religions around us. To find guidance we need to coordinate material from several contexts: material about the nature of believers’ commitment to Christ, general norms by which we should relate to our neighbors (and enemies), examples of interactions of Israelites and the God of Israel with those of other religious backgrounds, the example of the one “other” religion whose validity is affirmed in Scripture—the Judaism of Jesus and of early Christians, and evidence on the witness and encounter of early Christians with those of other faiths. This article will provide a brief overview of these resources and of the multiple perspectives available to orient Christian participation in interfaith relations.
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de Araujo Sartorio, Natalia, and Elma Lourdes Campos Pavone Zoboli. "Images of a ‘good nurse’ presented by teaching staff." Nursing Ethics 17, no. 6 (November 2010): 687–94. http://dx.doi.org/10.1177/0969733010378930.
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Nursing is at the same time a vocation, a profession and a job. By nature, nursing is a moral endeavor, and being a ‘good nurse’ is an issue and an aspiration for professionals. The aim of our qualitative research project carried out with 18 nurse teachers at a university nursing school in Brazil was to identify the ethical image of nursing. In semistructured interviews the participants were asked to choose one of several pictures, to justify their choice and explain what they meant by an ethical nurse. Five different perspectives were revealed: good nurses fulfill their duties correctly; they are proactive patient advocates; they are prepared and available to welcome others as persons; they are talented, competent, and carry out professional duties excellently; and they combine authority with power sharing in patient care. The results point to a transition phase from a historical introjection of religious values of obedience and service to a new sense of a secular, proactive, scientific and professional identity.
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Kraml, Martina. "Contingency as a Central Challenge in Research Processes: Methodological Aspects." Journal of Empirical Theology 32, no. 2 (November 11, 2019): 299–313. http://dx.doi.org/10.1163/15709256-12341396.
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Abstract This article focuses on the methodological meaning of the concept of contingency. I illustrate this with a study of doctoral qualification processes, which examines the methodological and substantive dimensions of the contingency paradigm. The study focuses on the way in which doctoral students perceive and conceptualize their research processes, and it crystallized the factors that influence the writing of their dissertations. Horizons of meaning and epistemic concepts, for example, play an essential role. These influence the areas of conflict that arise, the strategies for acting that the doctoral students opt for, and the consequences that result from these strategies. Dealing with contingency turns out to be the central challenge, especially in the supervision of dissertations. The study demonstrates the importance of developing competencies in “contingency encounter” in research and teaching.
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As’ad, Mahrus, Ahmad Bukhori Muslim, and Imam Ghozali Budiharjo. "Qur’anic Perspective on Empowering Humanistic Foreign Language Teaching." Al-Bayān – Journal of Qurʾān and Ḥadīth Studies 17, no. 2 (December 17, 2019): 168–94. http://dx.doi.org/10.1163/22321969-12340074.
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Abstract Divinity-based humanistic education which includes foreign language teaching has become a growing concern. Within the development of humanistic foreign language teaching over decades, however, discussion on how Qur’anic perspective may have contributed to this area is still under study. This document analysis explores the contribution of Islamic scripture on the development of humanistic foreign language teaching. Data were derived from about 11 Qur’anic terminologies addressing aspects of Stevick’s pedagogy as a model of humanistic language teaching. Content analysis shows that these Qur’anic verses have provided some essential guidelines for developing an empowering humanistic foreign language learning necessarily required by language teachers, regardless of their faith affiliations. This issue is comprehensively addressed in various Qur’anic terms such as qawlan baliighan (effectiveness) qawlan sadiidan (responsibility), qawlan ma’ruufan (feelings and social relations) and bilisaani qawmih (intellectuality and self-actualization). Although these Qur’anic terminologies are more frequently used as communication principles, their impacts in developing a more empowering humanistic language teaching is also of paramount importance.
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Nuruddin, Nuruddin, Budiaman Budiaman, Andri Ilham, and Ahmad Muzayin Haqi. "The Need for Arabic Language Teaching Materials Based on Multicultural Education for Indonesian Diaspora Students." ALSINATUNA 7, no. 1 (December 24, 2021): 45–63. http://dx.doi.org/10.28918/alsinatuna.v7i1.4768.
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This study aims to analyze the need to develop a model of Arabic teaching materials containing the values ​​of multicultural-based character education, especially in Indonesian Foreign Schools (Sekolah Indonesia Luar Negeri) in Jeddah, Riyadh, and Makkah. In this needs analysis, the researcher describes the data obtained from the questionnaires of students and teachers who teach Arabic subjects with 39 respondents. This study indicates that Arabic teaching materials in Indonesian Foreign Schools, especially in Arab countries, need to be developed. Developing Arabic teaching materials with multicultural values ​​is very important to make learning Arabic at Indonesian Foreign Schools easier, more effective, fun, and produce Indonesian diaspora students who have a spirit of nationalism and respect plurality. The development of these teaching materials is manifested in three aspects, namely (1) related to Arabic language teaching materials based on the values ​​of national character education by learning objectives and contextual with the times; (2) aspects of application technology, namely by developing Arabic teaching materials equipped with multimedia learning media such as audio, video, animation, and others to make it easier to learn; (3) aspects of character education, namely Arabic teaching materials that contain character education values, such as religious values, nationalism, honesty, independence, cooperation, integrity, hard work, and responsibility
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TAMAM, AHMAD CHAFIDUT, and M. YUNUS ABU BAKAR. "KONSTRUKSI KURIKULUM ISLAM DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM." Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman 10, no. 1 (June 7, 2022): 1–16. http://dx.doi.org/10.52431/tafaqquh.v10i1.622.
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Abstract: Islamic education curriculum is an activity that includes philosophy (thoughts) various detailed student activity plans in the form of forms of educational material, suggestions for teaching and learning strategies and things that include activities aimed at achieving the desired goals with reference to values. Islamic teachings. The Islamic education curriculum must highlight religion and morals in its various purposes. The content and scope of the Islamic education curriculum is comprehensive which reflects the spirit of Islamic thought and teachings that are universal and reach all aspects of life, both intellectual, psychological, social and spiritual, having a relative balance in the environment. in its scientific content, both the Shari'a sciences, the science of reason and language and the arts, includes all the subject matter needed by students, both religious and worldly. The Islamic education curriculum must be based on religious, philosophical, social, and psychological foundations. The contents of the Islamic education curriculum are mostly in the form of religious sciences such as the knowledge of the Qur'an, Hadith, Fiqh and Sufism in addition to not forgetting the sciences of the world.
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Saari, Che Zarrina, Sharifah Basirah Syed Muhsin, Mohd Syukri Zainal Abidin, Siti Sarah Ahmad, Rahman S.M.H.S.A., Musa S., Ab Rahman S.Z., Sabki Z.A., and Hasimah Chik. "Spiritual Growth Aspects among Caregivers of Children with Cancer." Jurnal Akidah & Pemikiran Islam 24, no. 1 (June 30, 2022): 311–42. http://dx.doi.org/10.22452/afkar.vol24no1.9.
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Spirituality is one of the essential aspects of one’s life. It offers a broader perspective towards a meaningful life while undergoing trials such as caring for children with cancers. Cancer caregivers commonly experience physical, emotional, social, and spiritual challenges. Spiritual issues such as lost hope and associating negative meanings with cancer prognosis may reduce the caregiver’s quality of life. However, this caregiving burden can be a great source of post-traumatic growth. Therefore, the objective of this study is to explore spiritual change, a significant domain in post-traumatic growth among 24 caregivers of children with cancer at one of the teaching hospitals in Kuala Lumpur. Following in-depth interviews, the result of the thematic analysis demonstrated two themes; main religious and mindfulness practices, a significant caregiver’s spiritual development. The majority of caregivers reported increasing spiritual awareness levels, feeling closer to God, and focused on religious practices as caregivers coping mechanisms and patients’ complementary therapy. Hence, spiritual concerns among families of children with cancer need to be addressed during cancer treatment. This study suggests the development of an appropriate quick reference on spiritual aspects for caregivers which would be useful during the cancer trajectory and improve the whole family’s quality of life.
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Herdiansyah, H., and M. N. Rizki. "Restoration and Conservation Based on Community Empowerment and Religious Understanding." IOP Conference Series: Earth and Environmental Science 940, no. 1 (December 1, 2021): 012079. http://dx.doi.org/10.1088/1755-1315/940/1/012079.
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Abstract Community empowerment is one of the effective strategies in conservation efforts. However, empowerment-based conservation still leaves some problems to be solved. The most significant issues in empowerment-based conservation are sustainability and human resource issues. This study sees the problem can be solved by integrating religious aspects in empowerment-based conservation efforts. Through its teaching about the environment, religion can instill values and shape the behavior of people and people who care about the environment. For demonstrating this possibility, this study reviews the literature available in discussions on the role of religion in environmental conservation, community empowerment, and conservation efforts. From the existing literature, religion instills values, shapes behavior, and ensures its sustainability. This is possible through features in religion, such as the message of responsibility in the concept of divinity, karma and reward/sin, or other features such as the ability of institutions to spread values that are intertwined with the emotional, cognitive, and even political aspects of society.
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Schwartz, James E. "Christians Teaching in the Public Schools: What are Some Options?" Journal of Education and Christian Belief 2, no. 1 (March 1998): 53–64. http://dx.doi.org/10.1177/205699719800200107.
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How can Christians who are teachers in government-sponsored schools in the USA live a life of faith within the constraints of the First Amendment? Three options are presented: agent for enculturation, Christian advocate / evangelist and Golden Rule truth-seeker. The assumptions, strengths and weaknesses of each of these options are discussed. The third option blends the best aspects of the first two and offers the best hope for authentically living the Christian life in the public school setting.
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Hutapea, Rinto Hasiholan. "Kreativitas Mengajar Guru Pendidikan Agama Kristen Di Masa Covid-19." Didache: Journal of Christian Education 1, no. 1 (June 27, 2020): 1. http://dx.doi.org/10.46445/djce.v1i1.287.
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This study aims to determine the desckription of the creativity of teaching Christian Religious Education teachers during the covid-19. The method used in this research is descriptive qualitative. The results show that teaching creativity is one of the important aspects that must be prossesed by Christian Religious Education teachers in dealing with online learning systems in the covid-19. Christian Religious Education teachers to be creative, at least understand well the nature of teaching creativity itself. In addition, Christian Religious Education teachers need to develop themselves in relation to creative teachers in teaching during the covid-19. Especially developing themselves in using online learning media. Another important thing is that Christian Religious Education teachers are able to overcome student learning problems at home related to Christian Religious Education learning materials.Penelitian ini bertujuan untuk mengetahui gambaran kreativitas mengajar guru Pendidikan Agama Kristen pada masa pandemi covid-19. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa kreativitas mengajar merupakan salah satu aspek penting yang mesti dimiliki oleh guru Pendidikan Agama Kristen dalam menghadapi sistem pembelajaran daring di masa covid-19. Guru Pendidikan Agama Kristen untuk dapat menjadi kreatif, minimal memahami dengan baik hakikat dari kreativitas mengajar itu sendiri. Selain itu, guru Pendidikan Agama Kristen perlu untuk mengembangkan diri terkait guru yang kreatif dalam mengajar pada masa covid-19. Terutama mengembangkan diri dalam menggunakan media pembelajaran daring. Hal terpenting lainnya adalah guru Pendidikan Agama Kristen mampu mengatasi permasalahan belajar siswa di rumah terkait materi pembelajaran Pendidikan Agama Kristen itu sendiri.
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Hall, Gordon Emmett, and Shirley Andrea Woika. "The Fight to Keep Evolution Out of Schools: The Law and Classroom Instruction." American Biology Teacher 80, no. 3 (March 1, 2018): 235–39. http://dx.doi.org/10.1525/abt.2018.80.3.235.
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There are forces at the local, state, and national levels that have worked to delegitimize and obstruct the teaching of evolution and, in some cases, to legitimize the teaching of religious ideas. Despite scientific evidence, public opinion, and even legislation, these forces have continued to influence, and in some cases block, the teaching of evolution in public schools. Proponents for the teaching of aspects of religion in schools have been defeated in the courts many times but have continued to find new ways to insert their ideology into the U.S. education system. Strategies for avoiding controversy, confronting misinformation, and distinguishing science from non-science are provided.
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IT., Suraiya, Syamsul Rijal, and Zaenuddin Hudi Prasojo. "Sufism and Religious Practices in Modern Lifestyle." Religió: Jurnal Studi Agama-agama 9, no. 1 (March 20, 2019): 01–21. http://dx.doi.org/10.15642/religio.v9i1.1231.
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Along with scientific development and technological growth which have created a lot of convenience to mankind there have also raised a deep cynicism towards the religious and spiritual aspects of life. Value crisis of humanity marked by the crisis of spirituality increased. Many societies are facing deep crisis. This condition makes the world vulnerable to violence and conflicts. Therefore, modern world society has been challenged to to be more attentive than before to deal with religious and spiritual values. This paper asserts that religion continues to be an important since it combines both personal and public character. Social problems faced by the modern world society such as cultural diversity, environmental preservation, economic equity, and conflict resolution are theologically reflected within the teaching of Islam. Sufism as a form of Islamic spiritualities offers some applicable answers for this phenomenon. In addition, characteristic of Sufism (mysticism) is commonly well known in almost all religions. Sufism cherishes from the private sphere into a popular Islamic culture. This research would like to see how the phenomenon of spiritual movement in the dimension of Sufism has a real powerful to improve social problem of the modern world.