Littérature scientifique sur le sujet « AQAL Perspective »
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Articles de revues sur le sujet "AQAL Perspective"
1
Błajet, Piotr, et Beata Przyborowska. « What Can “Integral” Mean in Education ? » Kultura i Edukacja 92, no 6 (2012) : 66–80. http://dx.doi.org/10.15804/kie.2012.06.04.
Texte intégralRésumé :
There are many misconceptions about what is called “integral education”. We propose an integral approach to education based on the historical thinking of John Dewey and on the more recent AQAL concept by Ken Wilber. At the centre of integral education, there is a Subject. Subject equals his/her perspective. Integral education is a process of constructing/creating perspectives in the subject. We propose that four main perspectives can be applied to the educational process and the Integral Education Matrix includes these perspectives. The matrix can be a useful tool for planning actions and outcomes in the process of education.
2
Othman, Mohd Syaubari. « [ISSUES AND PROBLEMS IN HIGHER ORDER THINKING SKILLS (HOTS) OF TEACHING PRACTICES FROM IBN KHALDUN’S PERSPECTIVE] ISU DAN PERMASALAHAN (PdP) KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DALAM AMALAN PENGAJARAN GURU MENURUT PANDANGAN IBN KHALDUN ». Malaysian Journal Of Islamic Studies (MJIS) 4, no 1 (9 juin 2020) : 94–106. http://dx.doi.org/10.37231/mjis.2020.4.1.135.
Texte intégralRésumé :
Higher order thinking skills (HOTS) is an important agenda in the education system in Malaysia today in line with the Malaysian Education Development Plan (2013-2025). Practices that integrate HOTS implementation has been across the entire subject with by sourced from levels of Bloom's Taxonomy, Anderson and Krathwohl. However, for Islamic Studies which is based on the Qur'an and Sunnah, implementation HOTS elements need to be translated through Islamic education philosophy of education that puts perfection in mind the major thrust in promoting this culture of thinking skills. The emergence of figures such as Ibn Khaldun's talk about the overall education of the mind based on the concept of God has established in the perspective of understanding diversity in this HOTS. Therefore, this study used the analysis process for analyzing the literature by examining the contents of which have in common synonym or fell within the purpose of the performance-based element of teaching higher-order thinking (HOTS). The findings resulted in four major elements in need is an integrated HOTS namely through aql tamyizi, aql tajribi, aqal nazori dan hakikat insaniyah translated through the implementation process based on the concept, integration and impact. Overall, the implementation of the PdP Islamic education should emphasize integrating HOTS guidelines have been established by Ibn Khaldun to ensure value appreciation and practice by the student meets the requirements established by the reference-based Islamic Educational Philosophy.
Kemahiran berfikir aras tinggi (KBAT) merupakan suatu agenda penting di dalam sistem pendidikan di Malaysia masa kini selaras dengan pelaksanaan Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Amalan pelaksanaan yang mengintergrasikan KBAT ini telah merentasi keseluruhan mata pelajaran bersumberkan kepada aras Taksonomi Bloom ubahan Anderson dan Krathwohl. Namun begitu, bagi mata pelajaran Pendidikan Islam yang berteraskan kepada Al-Quran dan As-Sunnah, pelaksanaan elemen KBAT perlu diterjemahkan melalui Falsafah Pendidikan Islam yang meletakkan kesempurnaan pendidikan akal sebagai teras utama di dalam memacu pembudayaan kemahiran berfikir ini. Kemunculan tokoh-tokoh seperti Ibn Khaldun yang membicarakan secara menyeluruh pendidikan akal berteraskan konsep ketuhanan telah mengwujudkan kepelbagaian di dalam perspektif kefahaman KBAT ini. Untuk itu, kajian ini menggunakan proses penganalisisan secara analisis kepustakaan dengan meneliti isi kandungan yang mempunyai kesamaan sinonim atau terangkum di dalam maksud pelaksanaan pengajaran guru berteraskan elemen pemikiran aras tinggi (KBAT). Dapatan kajian menghasilkan empat elemen utama di dalam keperluan untuk menginterasikan KBAT iaitu menerusi aql tamyizi, aql tajribi, aqal nazori dan hakikat insaniyah yang diterjemahkan melalui proses pelaksanaan berasaskan konsep, intergrasi dan kesan. Secara keseluruhannya, pelaksanaan PdP pendidikan Islam yang mengintergrasikan KBAT seharusnya menitikberatkan panduan yang telah dibentuk oleh Ibn Khaldun bagi memastikan nilaian penghayatan dan pengamalan oleh pelajar menepati kehendak yang ditetapkan berasaskan acuan Falsafah Pendidikan Islam.
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Norhayati, Norhayati, Hafiz Anshary et Masyitah Umar. « Kontekstualisasi Hukum Waris di Indonesia : Tinjauan Maqashid Syari’ah terhadap Hak Waris Ayah pada Pasal 177 Kompilasi Hukum Islam ». NALAR : Jurnal Peradaban dan Pemikiran Islam 5, no 2 (30 décembre 2021) : 137–46. http://dx.doi.org/10.23971/njppi.v5i2.4656.
Texte intégralRésumé :
This article aims to analyze the renewal of Islamic inheritance law in the Compilation of Islamic Law (KHI) regarding inheritance rights for fathers from the perspective of ijtihad, maslahah, and maqashid sharia. This study is a part of legal research using the library method. The approach used in this study is historical and juridical normative. The data obtained were then analyzed with the interactive qualitative analysis of the Miles and Huberman model, namely data reduction, data verification, and concluding. This study found that the provision of the father's inheritance was rejected as a valid product of ijtihad. Viewed from the perspective of maqashid al-syar'iyyah, this provision does not at all try to maintain the five basic principles above, both the maintenance of religion (din), soul (nafs), reason (aqal), offspring (nasab), property (mal). On the other hand, these provisions only bring harm.Keywords: Compilation of Islamic Law; Father inheritance share; Inheritance Law
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Othman, Mohd Syaubari, Ahmad Amir Khan Shah Ahmad @ Mohammed et Ahmad Yunus Kassim. « Konsep Malakah Ibnu Khaldun dalam konteks pengajaran yang menerapkan Kemahiran Berfikir Aras Tinggi (KBAT) ». al-Irsyad : Journal of Islamic and Contemporary Issues 2, no 2 (31 décembre 2017) : 12–26. http://dx.doi.org/10.53840/alirsyad.v2i2.15.
Texte intégralRésumé :
The high order thinking skills (HOTS) is a transformation in the education system in Malaysia this century in line with the implementation of the Malaysia Education Blueprint 2013-2025. The practice of implementing HOTS has outperformed the entire subject content concept by focusing on several HOTS theories in particular the Bloom and Taksnomi Marzano taxonomy. However, for the Islamic Education subjects based on the Quran and As-Sunnah, the implementation of this HOTS element needs to be translated through the basis of the Islamic Education Philosophy that puts the perfectional of the intellectual education as the main thrust in driving this thinking thinking culture. The emergence of figures such as Ibn Khaldun, which speaks thoroughly of the mind-based concept of Malakah, has sparked diversity in the perspective of the understanding of HOTS understanding. For this reason, this study uses the analysis process by analyzing the literature by examining the contents of a synonymity or summarized in the meaning of the poor concept of Ibn Khladun in the context of the teaching of Islamic education subjects. The results of this study resulted in four basic concepts in the application of HOTS through the use of Malakah combined with the use of aql tamyizi, aql tajribi, aqal nazori and insaniyah fact. In general, the implementation of Islamic Education PdP which implements HOTS should focus on the process and philosophy of teaching that Ibn Khaldun has established to ensure that students' understanding, appreciation and practice assesses the requirements set out on the basis of the Islamic Education Philosophy.
ABSTRAK
Kemahiran berfikir aras tinggi (KBAT) merupakan suatu tranformasi di dalam sistem pendidikan di Malaysia pada abad ini selaras dengan pelaksanaan Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Amalan pengajaran yang menerapkan KBAT ini telah melangkaui keseluruhan konsep kandungan mata pelajaran dengan difokuskan kepada beberapa teori KBAT khususnya taksonomi Bloom dan Taksnomi Marzano. Namun begitu, bagi mata pelajaran Pendidikan Islam yang berteraskan kepada Al-Quran dan As-Sunnah, pelaksanaan elemen KBAT ini perlu diterjemahkan menerusi asas Falsafah Pendidikan Islam yang meletakkan kesempurnaan pendidikan akal sebagai teras utama di dalam memacu pembudayaan kemahiran berfikir ini. Kemunculan tokoh-tokoh seperti Ibn Khaldun yang membicarakan secara menyeluruh pendidikan akal berteraskan konsep Malakah telah mencetuskan kepelbagaian di dalam perspektif aliran kefahaman KBAT. Untuk itu, kajian ini menggunakan proses penganalisisan secara analisis kepustakaan dengan meneliti isi kandungan yang mempunyai kesamaan sinonim atau terangkum di dalam maksud konsep malakah Ibn Khladun dalam konteks pengajaran mata pelajaran pendidikan Islam. Dapatan kajian ini menghasilkan empat konsep asas di dalam keperluan penerapan KBAT iaitu menerusi Malakah yang dikombinasikan dengan penggunaan aql tamyizi, aql tajribi, aqal nazori dan hakikat insaniyah. Secara keseluruhannya, pelaksanaan PdP pendidikan Islam yang menerapkan KBAT seharusnya menitikberatkan proses dan falsafah pengajaran yang telah dibentuk oleh Ibn Khaldun bagi memastikan nilaian kefahaman, penghayatan dan pengamalan oleh pelajar menepati kehendak yang ditetapkan berasaskan acuan Falsafah Pendidikan Islam.
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Othman, Mohd Syaubari Bin, Hasrul Hoshan, Abu Bakat Yusof, Zaini Abdullah et Abd Talib Mohamed. « The Concept of Malakah Ibn Khaldun in the Context of Teaching that Applies High Order Thinking Skills (HOTS) ». SYAMIL : Jurnal Pendidikan Agama Islam (Journal of Islamic Education) 11, no 1 (27 avril 2023) : 61–74. http://dx.doi.org/10.21093/sy.v11i1.5937.
Texte intégralRésumé :
ABSTRACT:
The high order thinking skills (HOTS) is a transformation in the education system in Malaysia this century in line with the implementation of the Malaysia Education Blueprint 2013-2025. The practice of implementing HOTS has outperformed the entire subject content concept by focusing on several HOTS theories in particular the Bloom and Taksnomi Marzano taxonomy. However, for the Islamic Education subjects based on the Quran and As-Sunnah, the implementation of this HOTS element needs to be translated through the basis of the Islamic Education Philosophy that puts the perfectional of the intellectual education as the main thrust in driving this thinking thinking culture. The emergence of figures such as Ibn Khaldun, which speaks thoroughly of the mind-based concept of Malakah, has sparked diversity in the perspective of the understanding of HOTS understanding. For this reason, this study uses the analysis process by analyzing the literature by examining the contents of a synonymity or summarized in the meaning of the poor concept of Ibn Khladun in the context of the teaching of Islamic education subjects. The results of this study resulted in four basic concepts in the application of HOTS through the use of Malakah combined with the use of aql tamyizi, aql tajribi, aqal nazori and insaniyah fact. In general, the implementation of Islamic Education PdP which implements HOTS should focus on the process and philosophy of teaching that Ibn Khaldun has established to ensure that students' understanding, appreciation and practice assesses the requirements set out on the basis of the Islamic Education Philosophy.
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Mansur, Achmad Rifkih, et Tika Widiastuti. « PONDOK PESANTREN MUKMIN MANDIRI DAN PERANNYA PADA PENGEMBANGAN MASYARAKAT DALAM KERANGKA MAQASHID SYARIAH ». Jurnal Ekonomi Syariah Teori dan Terapan 7, no 5 (3 juillet 2020) : 861. http://dx.doi.org/10.20473/vol7iss20205pp861-873.
Texte intégralRésumé :
This study aims to determine the role of the Pondok pesantren Mukmin Mandiri towards the community within the maqashid syariah framework. The research method used is a descriptive qualitative approach. The data used in this study are primary data obtained from the Pondok pesantren Mukmin Mandiri Sidoarjo and the community around the pesantren. This study revealed that pesantren have the potential to develop an Islamic perspective. The focus of economic development does not lie in mere material development. Still, it must place man as his main subject and object in relation to the Khalifah of Allah on Earth. This study uses maqashid syariah as a fundamental theory. Classifying the activities of the pesantren Mukmin Mandiri activities into the sharia maqashid dimensions, namely religion (din), soul (nafs), reason (aqal), descent (nasl) and treasure (maal). The results showed that pesantren have a role in community development in terms of Islamic development based on maqashid syariahKeywords: Community Development, Islamic development, Maqashid syariah and Pondok Pesantren
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Poniran, Poniran, et Mohammad Jailani. « MERGING MINDS AND SOULS : EXPLORING INDIVIDUAL DIFFERENCES IN INTELLIGENCE AND PERSONALITY WITHIN THE ISLAMIC EDUCATIONAL FRAMEWORK ». JENTRE 4, no 2 (31 décembre 2023) : 121–30. http://dx.doi.org/10.38075/jen.v4i2.458.
Texte intégralRésumé :
Intelligence and personality are gifts from Allah that share both similarities and differences, viewed from the perspective of Islamic Education Psychology. This research aims to explore the distinctions between the two. It is a systematic review conducted with a qualitative approach, drawing materials from various sources such as books, theses, journals, and reputable electronic resources. The findings reveal that there are commonalities and disparities between intelligence and personality according to Islamic Education Psychology. The similarities can be observed in the fundamental meanings of both terms and the aspects associated with them. In terms of their definitions, both have the root word 'aqal', which means acquiring knowledge for intelligence, while for personality, it serves as the foundation for behavior. As for their aspects, the difference lies in the fact that intellectual intelligence is utilized to develop one's intellect, while in personality, intellectuality determines behavioral patterns. Spiritual intelligence is employed to cultivate norms or values within oneself, whereas personality encompasses a person's inclination towards specific norms or values.
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Balkoski, Damjan, Ksenija Lalović, Aleksandra Stupar, Vladimir Mihajlov et Divna Pencić. « Opportunities for the Transformation of Border Towns into Sustainable Systems in the Republic of North Macedonia by Applying the Integral Theory ». Sustainability 15, no 17 (22 août 2023) : 12713. http://dx.doi.org/10.3390/su151712713.
Texte intégralRésumé :
The contemporary urban functioning of cities requires adaptability and progressive development guided by the Sustainable Development Goals (SDG) that can be adjusted to local circumstances and needs. Currently, the small border towns in the Republic of North Macedonia (RNM) are facing numerous problems on social, economic and ecological levels (e.g., economic inequality, the unemployment and social isolation of citizens, the insufficient implementation of planning documents, the inadequate physical and functional structure of public spaces, the lack of environmental plans, improper waste management, etc.), which have influenced the efficiency and sustainability of their systems. Therefore, urban transformations are necessary due to the alarming reduction in the working-age population and the general stagnation which these towns experience. The aim of this article is to define possible solutions and recommendations for the ongoing urban challenges and transformations based on the performed analysis of the primary data sources, especially targeting the psychological and behavioral levels of identified problems, the culture of living and the management policies of local governments. The main research method used in the study was the AQAL method (all quadrants, all levels), which provided a comprehensive perspective of the current urban problems and conditions combined with a comparative analysis within an integrated framework. The application of these methods enabled the identification of the specific problems in the border towns, as well as the means and capacities for solving them, while simultaneously addressing the shortcomings and opportunities for urban renewal. By understanding the different viewpoints provided by the AQAL method, local governments, planners and policymakers can create adaptable urban models that can accommodate and overcome future changes and obstacles generated by contextual limitations. The obtained research results represent a starting point for the development and improvement of local sustainability through the advancement of economic innovations, environmental practices and social relations. Furthermore, specific recommendations are provided, directly and indirectly targeting the specificities of the selected towns, their urban development and management, as well as their future environmental and social sustainability.
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Sumiarti, Sumiarti, Usman Usman, Muhammad Hadi, Novizal Wendry et Meki Johendra. « Tujuan Pendidikan Islam Menurut Al-Ghazali Ditinjau dari Perspektif Hadis ». el-Sunnah : Jurnal Kajian Hadis dan Integrasi Ilmu 1, no 2 (30 juin 2021) : 148–61. http://dx.doi.org/10.19109/elsunnah.v1i2.8917.
Texte intégralRésumé :
The purpose of education is a component that we must know and understand in life. This has been discussed by scholars, including Imam al-Ghazali. For this reason, this study discusses the goals of Islamic education according to al-Ghazali from the perspective of Hadith. This research is a library research, namely research that uses data sources from library searches in the form of books and articles, namely the books of Hadith and their syarah, as well as the Nabawiyah sirah. The approach used is, by using qualitative data analysis methods. While the data collection technique in this study is a documentation technique, namely by collecting hadiths related to the theme, using several key words. The result of this research is that the purpose of education according to Al-Ghazali emphasizes religious and moral education. According to him, the meaning and purpose of Islamic education is education that seeks and aims in the process of forming a complete human being. As for making a curriculum, Al Ghazali has two tendencies, namely a tendency towards religion and a pragmatic tendency. As for the material aspects of Islamic education according to Al Ghazali's thoughts include: faith, morals, reason, social and physical education. The purpose of education according to the hadith of the Prophet Muhammad is to create humans who have noble character, to create humans who have a balanced life between the world and the hereafter, to create people who are useful and efficient for themselves, their families, communities and nations and even benefit the world. who are trustworthy and responsible, Realizing humans who are integrated with the progress of the world without leaving the noble values contained in Islamic morals. According to him, a good teacher, apart from being intelligent and perfect in mind, must also have commendable qualities. The characteristics that must be possessed by a student are humility, purify oneself from all evil, obey and istiqamah. Meanwhile, the evaluation of education is all forms of activities related to their respective responsibilities in the educational process. The purpose of education in the perspective of hadith can be classified as follows; tarbiyah jismiyah (physical education), tarbiyah ruhiyah, tarbiyah aqliyyah (aqal education), tarbiyah wijdaniyyah (emotional education), tarbiyyah al-khuluqiyyah (moral education), and tarbiyah ijtima'iyyah (educational education). social).Keywords : Educational Goals, Al-Ghazali, Hadith Perspectives
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Dailatus Syamsiyah, Muhammad Iqbal Zamzami, Izzah Naelun Nikmah et Syahrul Fauzi. « Study Of The Basrah And Kuffah Schools In The Book Of Syarh Ibn Aqil : A Comparative Perspective ». al Mahāra : Jurnal Pendidikan Bahasa Arab 9, no 1 (22 juin 2023) : 77–94. http://dx.doi.org/10.14421/almahara.2023.091-05.
Texte intégralRésumé :
The Alfiyyah book is a book of naḥwu used in various institutions in Indonesia, from Islamic boarding schools to universities. This book is recommended by many scholars, one of which is the book of Syarh Ibn Aqil. This book contains an explanation of Alfiyyah's naẓams in great detail. In addition to explaining the material in naẓams, Ibn Aqil also reviewed various opinions of naḥwu experts. The two significant schools of thought in the development of naḥwu science are often used as a benchmark for comparison, namely the Basrah and Kuffah schools. This study aims to discover the different opinions between these two schools in the book of Syarh Ibn Aqil and the factors that cause the differences. The method used in this research is descriptive qualitative through a literature study using documentation. The results of this study state that these two schools have different views in determining the rules of naḥwu, such as amil who recites multiday, taqdῑmul khabar, taqdῑmul fā‘il, etc. This is based on the different methods used in determining the rules. With the sima‘i method, the Basrah School is more selective in retrieving data. At the same time, Kuffah is more flexible and often uses the qiyas method to determine the rules.The purpose of learning naḥwu in the context of learning Arabic in Indonesia is as a wasῑlah (language learning tool), not as a gayah (final goal). Therefore learning naḥwu in the context of teaching Arabic needs to be done tajdid by looking at the importance of facilitating, simplifying, and reforming naḥwu material. Learning naḥwu should avoid philosophical analysis such as that developed by Basrah and accommodate all Arabic languages as developed by Kufah. Keywords: Schools in Basrah, Kuffah, Ibn Aqil, and Arabic Learning. AbstrakKitab Alfiyyah merupakan kitab naḥwu yang digunakan berbagai lembaga di Indonesia, mulai dari pesantren hingga perguruan tinggi. Buku ini direkomendasikan oleh banyak ulama, salah satunya adalah kitab Syarh Ibnu Aqil. Buku ini memuat penjelasan tentang nama-nama Alfiyyah dengan sangat detail. Selain menjelaskan materi naẓams, Ibnu Aqil juga mengulas berbagai pendapat dari para ahli naḥwu. Dua mazhab penting dalam perkembangan ilmu naḥwu yang sering dijadikan tolok ukur pembanding, yaitu mazhab Basrah dan Kuffah. Kajian ini bertujuan untuk mengetahui perbedaan pendapat antara kedua mazhab tersebut dalam kitab Syarh Ibnu Aqil dan faktor-faktor yang menyebabkan perbedaan tersebut. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif melalui studi pustaka dengan menggunakan dokumentasi. Hasil penelitian ini menyatakan bahwa kedua mazhab ini memiliki pandangan yang berbeda dalam menentukan aturan naḥwu, seperti amil yang membaca multiday, taqdῑmul khabar, taqdῑmul fā'il, dll. Hal ini didasarkan pada perbedaan metode yang digunakan untuk menentukan aturan. Dengan metode sima'i, Mazhab Basrah lebih selektif dalam pengambilan data. Sedangkan Kuffah lebih fleksibel dan sering menggunakan metode qiyas untuk menentukan aturannya. Tujuan pembelajaran naḥwu dalam konteks pembelajaran bahasa Arab di Indonesia adalah sebagai wasῑlah (alat pembelajaran bahasa), bukan sebagai gayah (tujuan akhir). ). Oleh karena itu pembelajaran naḥwu dalam konteks pengajaran bahasa Arab perlu dilakukan secara tajdid dengan melihat pentingnya kemudahan, penyederhanaan, dan pembenahan materi naḥwu. Pembelajaran naḥwu harus menghindari analisis filosofis seperti yang dikembangkan oleh Basrah dan mengakomodasi semua bahasa Arab seperti yang dikembangkan oleh Kufah. Kata kunci : Kajian Madzhab Basrah, Kuffah, Ibnu Aqil, Pembelajaran Bahasa Arab
Thèses sur le sujet "AQAL Perspective"
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Barnwell, Liesl. « Industrial perspectives on the implementation of the Air Quality Act (AQA) (Act No. 39 of 2004) ». Thesis, 2009. http://hdl.handle.net/10413/8907.
Texte intégralRésumé :
The Air Quality Act (AQA) Act No.39 of 2004 promulgated in 2004 follows the outdated
Atmospheric Pollution Prevention Act (APPA) (Act No.45 of 1965). The legislative approach
shifted from a source- based, end of pipe, command and control, guideline principle to
ambient air quality management and improvement of compliance to standards through a
consultative process.
The AQA’s management framework incorporates a co-operative and integrated approach
with government, communities and polluters to look at the holistic management of ambient
air quality and the identified roles and responsibilities for all stakeholders. The AQA branched
from the National Environmental Management Act (NEMA) 107 of 1998, which is the first
piece of legislation formalizing the principles of the Integrated Pollution Waste Management
(IPWM) Policy published in 2000 and the Bill of Rights.
Government and Industry have a role to play in the implementation of the AQA.
Government’s role covers the management and enforcement aspects, whilst industries’ role
includes the management of air emissions and compliance reporting to improve the overall
ambient air quality.
The AQA’s industrial requirements range from compliance and reporting by ensuring
emission licenses are in place, compliance with standards set by different spheres of
government and the management of these emissions. The management of these
requirements includes understanding the legislation, its implications and the provision of
other financial, human and technological resources. Industry needs to consider the impacts
of these legislative changes and how it may impact business as a whole.
The aim of this study is to analyze the industrial perspectives of the AQA and its
implementation through the use of a questionnaire. Open-ended questionnaires were
administered to a total of forty industrial companies in the chemical, petrochemical, energy
and mining sectors in the Gauteng, North West and Durban industrial areas. Industries were
identified as those which have scheduled process certificates or companies that will be
impacted by the impending changes as a result of the AQA.
The overall outcome of the industrial responses revealed poor general knowledge of the
principles, purpose and the reasons for the transition from APPA to AQA. Few industries had
insight into the type of challenges they may face from the AQA’s listed control measures and
the control measures that would apply to their particular industry. There is a general concern
surrounding the government’s lack of support and the essential enforcement that is required
to ensure ambient air quality compliance. These challenges and recommendations are
discussed in the thesis.Thesis (M.Sc.)-University of KwaZulu-Natal, Westville, 2009.
Livres sur le sujet "AQAL Perspective"
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Sean, Esbjörn-Hargens, dir. Integral theory in action : Applied, theoretical, and constructive perspectives on the AQAL model. Albany : State University of New York Press, 2010.
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al, et, Warren Kidd, Mark Kirby et Francine Koubel. Sociology in Perspective (Aqa Level). 2e éd. Heinemann Educational Publishers, 2000.
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Walsh, Roger, Ken Wilber et Sean Esbjö-Hargens. Integral Theory in Action : Applied, Theoretical, and Constructive Perspectives on the AQAL Model. State University of New York Press, 2010.
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Cardwell, Mike, et Cara Flanagan. A2 Psychology AQA Unit 5 : Perspectives - Module 5. Hodder Education Group, 2003.
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Haralambos, Michael, Martin Holborn, Tim Davies, Matt Timson et Pauline Wilson. AQA a Level Sociology Themes and Perspectives : Year 2. HarperCollins Publishers Limited, 2021.
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Haralambos, Michael, Martin Holborn, Tim Davies, Matt Timson et Pauline Wilson. AQA a Level Sociology Themes and Perspectives : Year 2. HarperCollins Publishers Limited, 2018.
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Haralambos, Michael, Martin Holborn et Matt Timson. AQA a Level Sociology Themes and Perspectives : Year 1 and AS. HarperCollins Publishers Limited, 2018.
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Haralambos, Michael, Martin Holborn et Matt Timson. AQA a Level Sociology Themes and Perspectives : Year 1 and AS. HarperCollins Publishers Limited, 2021.
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Haralambos, Michael, Martin Holborn, Tim Davies, Matt Timson et Pauline Wilson. AQA a Level Sociology Themes and Perspectives - Year 2 Ebook : Course Licence. HarperCollins Publishers Limited, 2020.
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Haralambos, Michael, Martin Holborn et Matt Timson. AQA a Level Sociology Themes and Perspectives - Year 1 and AS Ebook : Course Licence. HarperCollins Publishers Limited, 2020.
Trouver le texte intégralChapitres de livres sur le sujet "AQAL Perspective"
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Yuen, Chris L., et Veronika Bohac Clarke. « An Integral Approach to Active Learning in Mathematics ». Dans K-12 STEM Education, 115–33. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch006.
Texte intégralRésumé :
In this chapter we examine the notion of “active learning” through Wilber's Integral AQAL Model and through two learning models based on AQAL. Our examination of Edwards' integral learning and Renert and Davis' five stages of mathematics, results in a multi-perspective, multi-level notion of “active learning”. We demonstrate, through the development of a rubric to gauge students' “activeness”, the complexity of what is involved in the teaching and learning process when one becomes mindful of the perspectives and levels (AQAL) that are present for every student. Several episodes of learning are used to show how each theoretical model applies, and an extended episode, which illustrates a student's repair strategy on a mathematically erroneous concept, is used to illustrate the analysis of the extent of active learning. The chapter concludes with a discussion of how the rubric of active learning, along with the four continua, can help teachers be mindful of the multiple perspectives that influence learning.
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Yuen, Chris L., et Veronika Bohac Clarke. « An Integral Approach to Active Learning in Mathematics ». Dans Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age, 177–94. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9680-8.ch009.
Texte intégralRésumé :
In this chapter we examine the notion of “active learning” through Wilber's Integral AQAL Model and through two learning models based on AQAL. Our examination of Edwards' integral learning and Renert and Davis' five stages of mathematics, results in a multi-perspective, multi-level notion of “active learning”. We demonstrate, through the development of a rubric to gauge students' “activeness”, the complexity of what is involved in the teaching and learning process when one becomes mindful of the perspectives and levels (AQAL) that are present for every student. Several episodes of learning are used to show how each theoretical model applies, and an extended episode, which illustrates a student's repair strategy on a mathematically erroneous concept, is used to illustrate the analysis of the extent of active learning. The chapter concludes with a discussion of how the rubric of active learning, along with the four continua, can help teachers be mindful of the multiple perspectives that influence learning.
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« Mest3 Critical Perspectives Section A ». Dans AS & ; A2 Media Studies : The Essential Revision Guide for AQA, 155–97. Routledge, 2013. http://dx.doi.org/10.4324/9780203113738-19.
Texte intégral
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« Mest3 Critical Perspectives Section B ». Dans AS & ; A2 Media Studies : The Essential Revision Guide for AQA, 198–230. Routledge, 2013. http://dx.doi.org/10.4324/9780203113738-20.
Texte intégral
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Saada, Najwan. « Teachers' Perceptions of Islamic Religious Education in Arab High Schools in Israel ». Dans Global Perspectives on Teaching and Learning Paths in Islamic Education, 135–63. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8528-2.ch008.
Texte intégralRésumé :
In this multiple case study, the authors explore the purposes and significance of Islamic religious education as it is viewed and interpreted by Arab and Muslim teachers in Arab high schools in Israel. It interrogates how the Muslim teachers locate themselves and their pedagogy within a continuum of salafi (conservative) versus liberal conceptions of tarbiyya (the spiritual aspects of Islam) and ta`dib (the moral aspects of Islam) and why they do so. The results show that teachers support the salafi rather than the liberal conceptions of Islamic education. This means that they focus on the naql (the transmission of religious knowledge) rather than aql (rational thinking) in teaching the moral aspects of Islam. Also, teachers avoid the dealing with the intellectual diversity within Islam, the discussion of contemporary issues, and the tenets of other Abrahamic religions. They conclude that this may lead to religious illiteracy and argue that liberal Islamic education with critical and reflective reasoning is much appropriate for living in multicultural and multi-faith society.
Actes de conférences sur le sujet "AQAL Perspective"
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Sabra, Nabil. « Developing an adult learning approach to enhance the critical thinking of graphic design students in Yemen ». Dans LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.114.
Texte intégralRésumé :
Critical thinking is an essential skill not only for educational achievement but also to enhance the quality of life (Bakry et al., 2019, pp. 632-633). However, Yemen has not traditionally encouraged or utilized critical thinking in graphic design education, a field of study where critical thinking is required to think beyond a problem to create solutions to existing and new problems. Design does not come up with the same solution for each project but looks for new ideas and solutions that have culturally relevant answers to solve a problem (Barbour, 2016). Currently there is a lack of research in the areas of critical thinking in graphic design education in Yemen. To Nordin and Surajudin (2015), Ijtihad is a representative for Higher-Order Thinking Skill that may reflect the Tawhid of Allah (God’s unification) and supported their claim with a hadith (the prophet statements): “Those who know himself, he may know his God” (Nordin and Surajudeen, 2015, p. 37). Thus, in knowing oneself, the lifelong learner needs to have self-regulation to be able to use critical thinking (Szabo, 2019). In exploring the relationship between the Islamic concept of Ijtihad (individual reasoning) and the Western notion of critical thinking, there are several points that require consideration. In particular, establishing what critical thinking means in the context of Western design education relative to Ijtihad’s role in Islamic education. The focus of this presentation is exploring the relationship between the western notion of critical thinking and the equivalent Islamic concept of Ijtihad. It highlights the five elements of Ijtihad: Tadabbur (learning and understanding before judging an idea), Tafkih (analysing using al-Qalb (heart) that depends on al-Aqal (mind)), Tafakkur (reflecting and examining), Ta’qil (gathering information before jumping to the conclusion), and Tadhakkur (summarising to understand wisely). Critical thinking is culturally relative, so it is important to study this phenomenon considering the Yemeni culture proposing a suitable holistic framework of Ijtihad. This research draws on a Ph.D. study in-progress that investigates critical thinking in graphic design education in Yemen from an Islamic perspective. Interviews with Yemeni educators were conducted to explore the concept of critical thinking and Ijtihad. This research ultimately aims to identify essential techniques of thinking that can be shaped to reflect Ijtihad, alongside identifying appropriate adult learning strategies developed by Western educators and researchers to enhance students' critical thinking. The outcome of this study will distinguish frameworks within graphic design curricula promoting students’ critical thinking and reflecting these from a Western context to a Yemeni one considering Ijtihad.
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Sabra, Nabil. « Desenvolvendo uma abordagem de aprendizagem de adultos para aprimorar o pensamento crítico dos alunos de design gráfico no Iêmen ». Dans LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.114.g178.
Texte intégralRésumé :
O pensamento crítico é uma habilidade essencial não apenas para o desempenho educacional, mas também para melhorar a qualidade de vida (Bakry et al., 2019, pp. 632-633). No entanto, o Iêmen não tem tradicionalmente encorajado ou utilizado o pensamento crítico na educação de design gráfico, um campo de estudo onde o pensamento crítico é necessário para pensar além de um problema para criar soluções para problemas existentes e novos. O design não surge com a mesma solução para cada projeto, mas busca novas ideias e soluções que tenham respostas culturalmente relevantes para resolver um problema (Barbour, 2016). Atualmente, há uma carência de pesquisas nas áreas de pensamento crítico na educação de design gráfico no Iêmen. Para Nordin e Surajudin (2015), Ijtihad é um representante da Habilidade de Pensamento de Ordem Superior que pode refletir o Tawhid de Allah (unificação de Deus) e apoiou sua afirmação com um hadith (declarações do profeta): “Aqueles que se conhecem, ele pode conheça seu Deus ”(Nordin e Surajudeen, 2015, p. 37). Assim, ao conhecer a si mesmo, o aprendiz ao longo da vida precisa ter autorregulação para poder usar o pensamento crítico (Szabo, 2019). Ao explorar a relação entre o conceito islâmico de Ijtihad (raciocínio individual) e a noção ocidental de pensamento crítico, existem vários pontos que requerem consideração. Em particular, estabelecer o que o pensamento crítico significa no contexto da educação de design ocidental em relação ao papel de Ijtihad na educação islâmica. O foco desta apresentação é explorar a relação entre a noção ocidental de pensamento crítico e o conceito islâmico equivalente de Ijtihad. Ele destaca os cinco elementos do Ijtihad: Tadabbur (aprender e compreender antes de julgar uma ideia), Tafkih (analisar usando al-Qalb (coração) que depende de al-Aqal (mente)), Tafakkur (refletir e examinar), Ta’qil (coleta de informações antes de pular para a conclusão) e Tadhakkur (resumindo para entender com sabedoria). O pensamento crítico é culturalmente relativo, por isso é importante estudar esse fenômeno considerando a cultura iemenita que propõe uma estrutura holística adequada de Ijtihad. Esta pesquisa baseia-se em um doutorado. estudo em andamento que investiga o pensamento crítico na educação de design gráfico no Iêmen a partir de uma perspectiva islâmica. Entrevistas com educadores iemenitas foram realizadas para explorar o conceito de pensamento crítico e Ijtihad. Esta pesquisa visa, em última análise, identificar técnicas essenciais de pensamento que podem ser moldadas para refletir Ijtihad, ao lado de identificar estratégias apropriadas de aprendizagem de adultos desenvolvidas por educadores e pesquisadores ocidentais para aprimorar o pensamento crítico dos alunos. O resultado deste estudo distinguirá estruturas dentro dos currículos de design gráfico, promovendo o pensamento crítico dos alunos e refletindo-os de um contexto ocidental para um iemenita, considerando Ijtihad.
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Sabra, Nabil. « Desarrollar un enfoque de aprendizaje de adultos para mejorar el pensamiento crítico de los estudiantes de diseño gráfico en Yemen ». Dans LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.114.g177.
Texte intégralRésumé :
El pensamiento crítico es una habilidad esencial no solo para el logro educativo sino también para mejorar la calidad de vida (Bakry et al., 2019, págs. 632-633). Sin embargo, Yemen no ha fomentado ni utilizado tradicionalmente el pensamiento crítico en la educación en diseño gráfico, un campo de estudio en el que se requiere el pensamiento crítico para pensar más allá de un problema para crear soluciones a problemas nuevos y existentes. El diseño no presenta la misma solución para cada proyecto, sino que busca nuevas ideas y soluciones que tengan respuestas culturalmente relevantes para resolver un problema (Barbour, 2016). Actualmente, hay una falta de investigación en las áreas de pensamiento crítico en la educación del diseño gráfico en Yemen. Para Nordin y Surajudin (2015), Ijtihad es un representante de la habilidad de pensamiento de orden superior que puede reflejar el Tawhid de Allah (la unificación de Dios) y apoyó su afirmación con un hadiz (las declaraciones del profeta): “Aquellos que se conocen a sí mismos, pueden conoce a su Dios ”(Nordin y Surajudeen, 2015, p. 37). Así, para conocerse a sí mismo, el aprendiz de por vida necesita tener autorregulación para poder utilizar el pensamiento crítico (Szabo, 2019). Al explorar la relación entre el concepto islámico de Ijtihad (razonamiento individual) y la noción occidental de pensamiento crítico, hay varios puntos que requieren consideración. En particular, establecer lo que significa el pensamiento crítico en el contexto de la educación de diseño occidental en relación con el papel de Ijtihad en la educación islámica. El enfoque de esta presentación es explorar la relación entre la noción occidental de pensamiento crítico y el concepto islámico equivalente de Ijtihad. Destaca los cinco elementos de Ijtihad: Tadabbur (aprender y comprender antes de juzgar una idea), Tafkih (analizar usando al-Qalb (corazón) que depende de al-Aqal (mente)), Tafakkur (reflexionar y examinar), Ta’qil (recopilar información antes de saltar a la conclusión), y Tadhakkur (resumir para comprender sabiamente). El pensamiento crítico es culturalmente relativo, por lo que es importante estudiar este fenómeno considerando la cultura yemení proponiendo un marco holístico adecuado de Ijtihad. Esta investigación se basa en un Ph.D. estudio en curso que investiga el pensamiento crítico en la educación en diseño gráfico en Yemen desde una perspectiva islámica. Se llevaron a cabo entrevistas con educadores yemeníes para explorar el concepto de pensamiento crítico e Ijtihad. En última instancia, esta investigación tiene como objetivo identificar las técnicas esenciales de pensamiento que pueden moldearse para reflejar el Ijtihad, junto con la identificación de estrategias de aprendizaje de adultos apropiadas desarrolladas por educadores e investigadores occidentales para mejorar el pensamiento crítico de los estudiantes. El resultado de este estudio distinguirá los marcos dentro de los planes de estudio de diseño gráfico que promueven el pensamiento crítico de los estudiantes y los reflejan desde un contexto occidental a uno yemení considerando Ijtihad.