Zaloguj się

Gotowe bibliografie tematyczne / Religious education / Artykuły w czasopismach

Artykuły w czasopismach na temat „Religious education”

Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Religious education.

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 30 lipca 2024

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Sprawdź 50 najlepszych artykułów w czasopismach naukowych na temat „Religious education”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Przeglądaj artykuły w czasopismach z różnych dziedzin i twórz odpowiednie bibliografie.

1

Rustamov, Bobomurod. "RELIGION AND REFORMS RELIGIOUS EDUCATION IN NEW UZBEKISTAN". American Journal of Political Science Law and Criminology 04, nr 05 (1.05.2022): 49–53. http://dx.doi.org/10.37547/tajpslc/volume04issue05-09.

Pełny tekst źródła

Streszczenie:

The new image of Uzbekistan, which is being renewed by the world's leading initiatives in this direction, is being presented to the world community. In turn, it deserves high recognition and support from the international community. The article discusses reforms in religion and religious education in New Uzbekistan.

Style APA, Harvard, Vancouver, ISO itp.

2

Lester, Emile. "Religious Autonomy and World Religions Education". Religion & Education 31, nr 2 (październik 2004): 62–82. http://dx.doi.org/10.1080/15507394.2004.10012341.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

3

Virdei Eresto Gaudiawan, Antonius, Tabita Kartika Christiani i Arqom Kuswanjono. "Modify Indonesian Catholic Religious Education from Mono-Religious to Interreligous Education". Journal of Asian Orientation in Theology 5, nr 1 (28.02.2023): 73–98. http://dx.doi.org/10.24071/jaot.v5i1.5744.

Pełny tekst źródła

Streszczenie:

Catholic religious education is an educational process that helps Catholic students grasp the knowledge of the Christian life and identity. In Indonesia, national education law pushes students to learn their religion. Religious education then becomes a mono-religious education that does not suit the Indonesian plurality. It will elevate exclusivism. Indonesian Catholic religious education promotes respect, dialogue, and collaboration between religious adherents. The foundation for this effort is Catholic respect toward other religions, explicitly stated in the declaration of Nostra Aetate. Every grade has a topic that introduces different cultures and religions. It is the application of Indonesian Catholic religious education to educate students to respect other beliefs. It is a good start for multicultural education, and at the same time, it raises questions about the probability of modifying a mono-religious education into an interreligious one. This research was conducted in the diocese of Surabaya, while Jombang, Blitar, and Surabaya were chosen as the diocese's representatives. Interviews with Catholic religious teachers used a semi-structured mode. These are some findings from this research. Practices of Catholic religious education in Indonesia open the possibility of modifying a mono-religious education becomes interreligious education. It needs teachers' commitment and school policy that allows the teacher to modify the curriculum. The teachers' creativity to alter the curriculum needs the principal's goodwill. It also needs reformation from every aspect of school as a social system to support multicultural education. On the other side, the environment outside the school is hoped to give positive support for the reformation by giving broader experience. Through this process, Catholic religious education in Indonesia fulfill its destiny to cultivate faith and promote respect toward other religions.

Style APA, Harvard, Vancouver, ISO itp.

4

Sakaranaho, Tuula. "Religious Education in Finland". Temenos - Nordic Journal of Comparative Religion 49, nr 2 (23.01.2014): 225–54. http://dx.doi.org/10.33356/temenos.9547.

Pełny tekst źródła

Streszczenie:

In recent decades, the Finnish state has developed multicultural policies that aim at fostering the cultural identity of people coming to Finland from different ethnic and linguistic backgrounds. This aim has had clear practical consequences in the Finnish state-supported schools, where, along with the Finnish and Swedish languages, pupils with different linguistic backgrounds now have the right to learn their native tongue within the frame of the school curriculum. In similar fashion, the state favours a multiple solution as regards religious education, so that pupils belonging to different religious communities have the right to “education in accordance with their own religion”. In addition, Ethics is taught to those pupils who are not members of any religious community. Consequently, several religions are today taught in Finnish schools, as well as secular Ethics. Nevertheless, the current system of religious education in Finland is ridden with contradictions. This article first offers an overview of the most recent developments, legal provisions and contents of religious education in state-supported schools in Finland. Next, it identifies some of the sore issues in the current system, and, finally, it reflects on the possible role of the Study of Religions in the field of religious education.

Style APA, Harvard, Vancouver, ISO itp.

5

Halidin, Ali. "MEMBANGUN HARMONISASI DENGAN BEDA AGAMA". KOMUNIDA : MEDIA KOMUNIKASI DAN DAKWAH 8, nr 1 (24.11.2018): 1–20. http://dx.doi.org/10.35905/komunida.v8i1.597.

Pełny tekst źródła

Streszczenie:

Generally, diversity in religioun and in a pluralistic society, for Indonesia people, the discourse and though of religion and multiculturalism is always challenging. And handling the diversities, because religious diversity could create either conflict or harmony, depending on how do we perceive the meaning of religious diversity and pluralism. The pluralism, is going to the important thing to be convest by indonesian people, If religious diversity is perceived as a threat, it is possible to create tension and conflict between religions. In contrast, and the reality of social disadvantage it would contribute to disseminate tolerant and harmony. And also the ortthodoksi that had been done by the people shown the religioun had good situation in Indonesia. It is necessary therefore to strengthen the concept of multicultural education with religious values. The author observes the concept of multicultural education from the perspective of religions

Style APA, Harvard, Vancouver, ISO itp.

6

Slee, Nicola. "Religious Language and Religious Education". British Journal of Religious Education 9, nr 3 (czerwiec 1987): 120–23. http://dx.doi.org/10.1080/0141620870090302.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

7

Hand, Michael. "Religious education and religious choice". Journal of Beliefs & Values 36, nr 1 (2.01.2015): 31–39. http://dx.doi.org/10.1080/13617672.2015.1013817.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

8

Ziebertz, Hans-Georg. "Religious Pluralism and Religious Education". Journal of Empirical Theology 6, nr 2 (1993): 82–99. http://dx.doi.org/10.1163/157092593x00135.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

9

Ferguson, Marianne. "WHAT EASTERN RELIGIONS TEACH US ABOUT RELIGIOUS EDUCATION". Religious Education 84, nr 2 (marzec 1989): 165–73. http://dx.doi.org/10.1080/0034408890840202.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

10

Wright, Andrew. "Contextual religious education and the actuality of religions". British Journal of Religious Education 30, nr 1 (styczeń 2008): 3–12. http://dx.doi.org/10.1080/01416200701711667.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

11

Laughlin, Jack, i Kornel Zathureczky. "Religion, Education, and Law". Journal of Law, Religion and State 5, nr 2 (13.03.2017): 148–73. http://dx.doi.org/10.1163/22124810-00502003.

Pełny tekst źródła

Streszczenie:

Religion and state, more specifically religion and law, and religion and education are sub-fields that have received considerable scholarly attention. The interstices between these fields have been much less scrutinized, although it is within these spaces where the particular normativities produced and managed by state, law, and religion can be critically assessed, and where the nature of their interaction can be evaluated. We examine the intersecting normativities of religion with the secular public sphere, with education, and with the law, and their discursive fields with respect to the Programme d’Éthique et culture religieuse (ECR) of the Québec Ministry of Education. The distinct interests associated with these discursive fields meet at bases of common concern: religious pluralism, accommodation, and social cohesion. A common discourse emerges here that is informed by what critics identify as the World Religions Paradigm (WRP). Rather than examine the ECR simply with respect to its dependence on the WRP, we show how the discourses of the general public, education, and law in Québec and Canada meet to reinforce the WRP to produce a singular normativity that determines the shape of public discourses and representations of religion. In its effort to manage religious freedom and promote multiculturalism, the state (legislatively, legally, and educationally) generates the concrete terms by which citizens are to enact both. The logic of the overlapping normativities in the management of religious freedom and promotion of religious pluralism by the state creates the concrete terms by which religious identity and citizenship are defined.

Style APA, Harvard, Vancouver, ISO itp.

12

Rahmat, Munawar, Endis Firdaus i M. Wildan Yahya. "Creating Religious Tolerance through Quran-Based Learning Model for Religious Education". Jurnal Pendidikan Islam 5, nr 2 (31.12.2019): 175–88. http://dx.doi.org/10.15575/jpi.v5i2.6467.

Pełny tekst źródła

Streszczenie:

Religious tolerance is one of the competencies listed in Indonesia higher education curriculum. There is a need to design learning model that can increase students’ religious tolerance in higher education. This study aims to produce a learning model for religious education which is based on the Quran to nurture students’ religious tolerance. To answer the problem of this study, a quasi-R&D model was chosen. This research is multi-years. In the first year (2019) a learning model was tested. The research findings showed that the lecture model was carried out in six stages: describing the Qur'anic view of the faith of adherents of non-Islamic religions; reminding students of the dangers of takfir; describing students’ common mistakes in assessing other religions; describing the main teachings of other religions correctly; searching for common denominator between Islam and other religions; and developing inclusive attitudes and religious tolerance. After being tested, this learning model has proven to be effective in increasing students' understanding of the basic teachings of other religions, in understanding of the basic teachings of Islam, in developing more robust understanding in their Islamic aqeedah, and being more inclusive and tolerant to adherents of other religions.

Style APA, Harvard, Vancouver, ISO itp.

13

Philip Barnes, L. "Religious studies, religious education and the aims of education". British Journal of Religious Education 37, nr 2 (5.09.2014): 195–206. http://dx.doi.org/10.1080/01416200.2014.953912.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

14

Bigger, Stephen. "Religious Education for Today's World: Religious Education and TVEI". Journal of Beliefs & Values 13, nr 1 (styczeń 1992): 3–9. http://dx.doi.org/10.1080/1361767920130102.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

15

Mahsun, Mahmutarom, Ifada Retno Ekaningrum, Muh Syaifuddin i Yuldashev Azim Abdurakhmonovich. "Religious Education of Children in Interfaith Family". Fikroh: Jurnal Pemikiran dan Pendidikan Islam 16, nr 2 (18.07.2023): 124–30. http://dx.doi.org/10.37812/fikroh.v16i2.990.

Pełny tekst źródła

Streszczenie:

The phenomenon of religious education for children born and raised in families with parents of different religions, Muslim and non-Muslim, is interesting to study. This field of qualitative research uses a phenomenological approach, aiming to describe the interaction of religion in interfaith families in the context of religious education in the family. Data collection took place from January to March 2023 for participants consisting of 10 families of different religions in Kaloran District, Temanggung Regency, Central Java Province. The results of the study show that there are three types of religious interaction in interfaith families. First, parents introduce all their religions to their children. Second, parents teach one religion to their children. Third, parents’ direct religion for their children based on division.

Style APA, Harvard, Vancouver, ISO itp.

16

Minhaji, Minhaji, i Nurul Qomariyah. "RELIGIOUS ENVIRONMENT: Penciptaan Suasana Religius di Sekolah". LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 10, nr 2 (9.12.2016): 231–42. http://dx.doi.org/10.35316/lisanalhal.v10i2.126.

Pełny tekst źródła

Streszczenie:

Religious Education is a field of study that must be given to students at each level of education, where implementation has become a national commitment, so its presence becomes an absolute element in the moral formation of the Indonesian nation. There have been many deviation and moral degradation, as a result of the development of science and technology education.Thereforeneed to be applied in view of Islamic education to the creation of a religious atmosphere in the school environment that is not enough to do in the classroom.The creation of a religious atmosphere in the school is very urgent to implemented. Because that processisthe process of spiritual upliftment and creation of learnerâ€™s faith tosubmit to God Almighty andalso noble characters.Noble characters include moral cultivation as the realization of the purpose of Islamic education

Style APA, Harvard, Vancouver, ISO itp.

17

Sulaiman, Abdul. "Building multicultural education that tolerates religious diversity". Journal Education Multicultural of Islamic Society 1, nr 1 (5.02.2021): 47. http://dx.doi.org/10.33474/jemois.v1i1.10097.

Pełny tekst źródła

Streszczenie:

Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.

Style APA, Harvard, Vancouver, ISO itp.

18

Thatcher, Adrian. "Religious Education and Sex Education". Theology & Sexuality 1994, nr 1 (styczeń 1994): 73–88. http://dx.doi.org/10.1177/135583589400100106.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

19

Engebretson, K. "Researching Teacher Education: Religious Education". Journal of Christian Education os-35, nr 3 (grudzień 1992): 15–25. http://dx.doi.org/10.1177/002196579203500304.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

20

Azevedo Junqueira, Sergio Rogério, i Sonia De Itoz. "RELIGIOUS EDUCATION IN CHILDHOOD EDUCATION". PARALELLUS Revista de Estudos de Religião - UNICAP 15, nr 36 (19.07.2024): 299–314. http://dx.doi.org/10.25247/paralellus.2024.v15n36.p299-313.

Pełny tekst źródła

Streszczenie:

Este texto é o resultado de um estudo exploratório sobre a questão da educação religiosa no segmento da educação infantil considerando a estrutura e proposta da Base Nacional Comum Curricular (BNCC), visando compreender como a partir dos campos de experiência que orienta este segmento, assim como a estrutura de desenvolvimento religioso é possível articular uma educação do religioso das crianças para esta fase da educação e considerando uma intencionalidade pedagógica para orientar o processo de ensino e aprendizagem destas crianças e sua inserção na sociedade potencializando as oportunidades de interação entre os sujeitos e as manifestações comunitárias. Pois, na educação infantil é importante reforçar que o cuidar está integrado às ações de conhecer e explorar o mundo. Assim como a formação de vínculos que proporciona segurança afetiva para a criança construir conhecimentos com o mundo e desenvolver autonomia. Propõe ainda o incentivo a autonomia permitindo que a criança enfrente e supere obstáculos. As crianças ficam no centro do processo e por isso é necessário respeitar o tempo de cada uma, mesmo em atividades dirigidas, todas devem ter tempo e espaço para serem ativas. Cabe ao professor planejar cuidadosamente momentos de livre exploração, pois pela instituição de uma rotina, transmite a sensação de segurança e ajuda no desenvolvimento da autonomia

Style APA, Harvard, Vancouver, ISO itp.

21

Barnes, L. Philip. "Religious Education: Taking religious difference seriously". Impact 2009, nr 17 (luty 2009): 9–56. http://dx.doi.org/10.1111/j.2048-416x.2009.tb00129.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

22

Walshe, Karen, i Geoff Teece. "Understanding ‘religious understanding’ in religious education". British Journal of Religious Education 35, nr 3 (wrzesień 2013): 313–25. http://dx.doi.org/10.1080/01416200.2013.794913.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

23

Felderhof, Marius C. "Religious education: taking religious difference seriously". Journal of Beliefs & Values 30, nr 2 (sierpień 2009): 213–15. http://dx.doi.org/10.1080/13617670903175246.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

24

Davis, Andrew. "Defending religious pluralism for religious education". Ethics and Education 5, nr 3 (listopad 2010): 189–202. http://dx.doi.org/10.1080/17449642.2010.519138.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

25

Simanungkalit, Lasmaria Nami, i Bobby Kurnia Putrawan. "Responding to Theology Religionum in Christian Religious Education". Jurnal Teologi Cultivation 5, nr 2 (30.12.2021): 61–71. http://dx.doi.org/10.46965/jtc.v5i2.616.

Pełny tekst źródła

Streszczenie:

Lately, religion has become something scary and worrying. Religion in the hands of its followers often appears with a face full of violence and as if it has lost its friendliness. In recent years, there have been many conflicts, intolerance and violence in the name of religion and belief. Religious pluralism is not a reality that requires people to put each other down, belittle each other, or confuse one religion with another, but instead places it in a position of mutual respect, mutual recognition and cooperation. In order to eliminate the destructive aspects of religion and present its constructive side as a unifier, schools as institutions mandated to educate the nation's life must participate in providing an understanding of religion and must be able to create an environment that provides education. Opportunities for students to build harmonious social relationships between students of different religions. For this reason, an effort is needed in certain religious communities to reflect or think coherently about the new awareness as an effort to respond to this problem of pluralism. To address this matter, Religionum Theology as a branch of theology that discusses how Christianity responds to the reality of the existence of religious plurality outside itself, especially in Christian Religious Education.

Style APA, Harvard, Vancouver, ISO itp.

26

Önal, Recep, i Fatih Yavuz. "Religious education and multiculturalism in Norwegian curriculum". Global Journal of Sociology: Current Issues 7, nr 1 (30.08.2017): 63–68. http://dx.doi.org/10.18844/gjs.v7i1.2370.

Pełny tekst źródła

Streszczenie:

Abstract Norway whose economy burgeoned with the discovery of the new petroleum and natural gas resources through the end of the 1960’s, has reached a level of prosperity by allocating more funds into education, health and social security and started to allow in immigrants. Through these immigrants’ various religions, beliefs and cultures were adopted and Norwegian society turned into a multicultural society. This unfolding of events let the Norwegian administrators foresee the need to develop a new religious curriculum that also included the religions other than Christianity.In this paper the importance and historical development of religious curriculum was inspected in context of multiculturalism. Keywords: Norway, religious curriculum, Christianity, multiculturalism.

Style APA, Harvard, Vancouver, ISO itp.

27

Muzaffer;GÖZELER, TAN. "Religious Education and the Theology of Religions: The Relationship between the Self-understanding of Religion and Religious Education". Ankara Üniversitesi İlahiyat Fakültesi Dergisi 49, nr 2 (2008): 423–33. http://dx.doi.org/10.1501/ilhfak_0000000988.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

28

Shire, Michael. "Teaching Religious Education". Journal of Jewish Education 86, nr 4 (1.10.2020): 468–70. http://dx.doi.org/10.1080/15244113.2020.1834766.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

29

Irham, Irham, Sansan Ziaul Haq i Yudril Basith. "DERADICALISING RELIGIOUS EDUCATION". Epistemé: Jurnal Pengembangan Ilmu Keislaman 15, nr 1 (16.06.2020): 39–54. http://dx.doi.org/10.21274/epis.2020.15.1.39-54.

Pełny tekst źródła

Streszczenie:

This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic education. Managerial aspect will be also included in the discussion. It further argues that the implementation of principles of multirculturalism reserves as an important element in confronting radical narratives, both from within and without Islamic tradition. It stands as an attempt to create moderate Muslim subjects who persistently uphold principles of inclusivity and transformative learning through opened-deliberation—rather than indoctrination—in education settings.

Style APA, Harvard, Vancouver, ISO itp.

30

Noaparast, Khosrow Bagheri, i Zohreh Khosravi. "Deconstructive Religious Education". Religious Education 106, nr 1 (31.01.2011): 82–104. http://dx.doi.org/10.1080/00344087.2011.539449.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

31

Bigger, Stephen. "ASSESSING RELIGIOUS EDUCATION?" Journal of Beliefs & Values 12, nr 1 (styczeń 1991): 1–5. http://dx.doi.org/10.1080/1361767910120101.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

32

Elias, John L. "Adult religious education". New Directions for Adult and Continuing Education 2012, nr 133 (marzec 2012): 5–12. http://dx.doi.org/10.1002/ace.20002.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

33

Rohmah, Siti, M. Syukri Ismail, Moh Anas Kholish i Mona Novita. "Recontextualization of Islamic Peace Education". Fieldwork in Religion 13, nr 2 (20.12.2018): 183–202. http://dx.doi.org/10.1558/firn.37545.

Pełny tekst źródła

Streszczenie:

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

Style APA, Harvard, Vancouver, ISO itp.

34

Laplante, Richard L. "Religious Education au Canada or Catholic Religious Education in Canada". British Journal of Religious Education 11, nr 3 (czerwiec 1989): 144–53. http://dx.doi.org/10.1080/0141620890110305.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

35

Jackson, Robert. "Rethinking Religious Education and Plurality: Issues in Public Religious Education". Religion & Education 32, nr 1 (kwiecień 2005): 1–10. http://dx.doi.org/10.1080/15507394.2005.10012346.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

36

Lie, Anita. "Religious Education and Character Formation". Journal of Interdisciplinary Studies 26, nr 1 (2014): 73–94. http://dx.doi.org/10.5840/jis2014261/24.

Pełny tekst źródła

Streszczenie:

The Second Vatican Council cautioned regarding the increasing secularization of Westem societies that the greatest error of our age is the separation between faith and life. Through its history of the kingdoms of Buddhism and Hinduism, 350 years of Westem colonization and growth of Islam, Indonesia claims to place religion in high regard. Citizens are obligated to proclaim one ofthe six recognized religions. All schools allocate four hours of religious teaching weekly. Critics doubt that the teaching of religion in schools will help solve problems. Corruption is rampant and ethnic-reliigious conflicts are increasing despite the people's claim as a religious nation. The challenge, then, is to integrate religious and character education into the core as well as hidden curriculum and teach students to nurture their faith and moral sense throughout their schooling. This essay explores how religious and character education in the school curriculum endeavors to prepare young people to enhance their intellectual capabilities and form them to be people of faith and character.

Style APA, Harvard, Vancouver, ISO itp.

37

Poliakov, Nikolay, i Olga Mikhelson. "Barnes, L.Ph. (2014) Education, Religion and Diversity. Developing a New Model of Religious Education. New York: Routledge. — 280 р." State Religion and Church in Russia and Worldwide 35, nr 4 (2017): 308–14. http://dx.doi.org/10.22394/2073-7203-2017-35-4-308-314.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

38

Razum, Ružica, i Gordana Barudžija. "Contribution of Confessional Religious Education to Intercultural Education in the Republic of Croatia". Bogoslovska smotra 93, nr 5 (2024): 937–55. http://dx.doi.org/10.53745/bs.93.5.2.

Pełny tekst źródła

Streszczenie:

For a long time, the religious dimension was neglected within the framework of intercultural education, but during the last two decades, it has become its indispensable part. The inclusion of the religious dimension in intercultural education was triggered by the growing awareness of the importance of the religious dimension for the political, social, cultural and educational future of Europe and the development of the culture of coexistance. The need to further deepen knowledge of the religious phenomenon and to implement interreligious education and dialogue is becoming increasingly obvious. The fundamental school subject that systematically mediates religious knowledge in the Croatian education system is confessional Religious Education. The goal of this research is to analyse, present and evaluate the elements that indicate the openness of the confessional Religious Education curriculum to education for interculturality. The research results are based on a comparative analysis of Catholic, Orthodox and Islamic Religious Education curricula. The subject of the analysis were the following curriculum categories: domains, purpose, goals and outcomes. Although all three curricula show openness to the religious dimension of intercultural education, when it comes to the level of specific curriculum content, there is a noticeable difference in the percentage of outcomes and topics related to knowledge of other religions and the promotion of interreligious learning and dialogue.

Style APA, Harvard, Vancouver, ISO itp.

39

Salim, Nasser. "Instructing a model of inclusive Islamic education". Journal Education Multicultural of Islamic Society 1, nr 1 (5.02.2021): 32. http://dx.doi.org/10.33474/jemois.v1i1.10096.

Pełny tekst źródła

Streszczenie:

Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.

Style APA, Harvard, Vancouver, ISO itp.

40

Jackson, Robert. "Religious education's representation of ‘religions’ and ‘cultures‘1". British Journal of Educational Studies 43, nr 3 (wrzesień 1995): 272–89. http://dx.doi.org/10.1080/00071005.1995.9974037.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

41

Wittmer, Fabius, i Christian Waldhoff. "Religious Education in Germany in Light of Religious Diversity: Constitutional Requirements for Religious Education". German Law Journal 20, nr 7 (październik 2019): 1047–65. http://dx.doi.org/10.1017/glj.2019.76.

Pełny tekst źródła

Streszczenie:

AbstractIn Article 7, paragraph 3, the German Constitution provides that religious education shall be a part of the curriculum of public school. This is one of the three approaches of dealing with religious education existing today. Originally, religious education as a regular subject at public schools in Germany was only offered by the two Christian Churches—Catholic and Protestant. As the number of Christians decreased and the number of Muslims increased, the demand for Islamic religious education at public schools grew. Therefore, the question arose whether the constitutional law concerning religion is capable of facing the new challenges of religious diversity. This Article tries to answer this question with regard to the introduction of Islamic religious education as a measure of adaptiveness. In the first step, the requirements of Article 7, paragraph 3 of the Constitution posed to religious education will be outlined in order to be able to examine in the second step whether Islamic religious education may be introduced at public schools as a regular subject. In this regard, the issue of the qualification of an umbrella association as a religious society and the constitutionality of the advisory board model will be discussed.

Style APA, Harvard, Vancouver, ISO itp.

42

Duoblienė, Lilija. "KRITINĖ TARPTIKYBINĖ PEDAGOGIKA: PRO IR CONTRA". Religija ir kultūra 5, nr 1 (1.01.2008): 98–108. http://dx.doi.org/10.15388/relig.2008.1.2788.

Pełny tekst źródła

Streszczenie:

Straipsnyje kritinės pedagogikos požiūriu aptariama religinio ugdymo situacija pasaulyje ir Lietuvoje. Pirmiausia apžvelgiama kritinės pedagogikos, kaip naujos, perspektyvios pedagogikos krypties, ypatumai, jos neomarksizmu ir moderniąja filosofija grįstos nuostatos. Gilinamasi į kritinės pedagogikos pastangas keisti religinį ugdymą, ypač religinį ugdymą į tarptikybinį kritinį ugdymą. Šios galimybės svarstomos platesniame religijos ir religinio ugdymo kontekste: šiuolaikinių filosofų požiūriu, tarptautinių organizacijų religinio ugdymo strategijų perspektyvoje, atsižvelgiant į Lietuvos religinio (katalikų tikybos) ugdymo programas.Pagrindiniai žodžiai: religinis ugdymas, kritinė pedagogika, bendrosios bendrojo lavinimo programos, Lietuva.CRITICAL INTERFAITH PEDAGOGY: PRO & CONTRALilija Duoblienė SummaryThe article deals with the problem of religious education in the world and Lithuania from the critical pedagogy perspective. Firstly the situation of religious education in other states is analyzed, emphasizing new approach on religious education and it’s relation with religion education. Some suggestions to transform religious education in correspondence to the new approach of contemporary philosophers (Derrida, Gadamer, Vattimo) and critical pedagogues (McLaren, Giroux, Kincheloe, Apple), basing their view on critical theory, are introduced. Special interest is shown to critical pedagogy approach to transform religious education into interfaith critical education. Such suggestion and possibility to realize it is interpreted in the broadest context of different world organizations of religious / religion education and their strategies. In this context the situation of religious education in Lithuania is describing also, trying to evaluate possibilities to change it in correspondence with the challenges of globalization.Keywords: religious education, critical pedagogy, school curriculum, Lithuania.

Style APA, Harvard, Vancouver, ISO itp.

43

CHIŞIU, Carmen Maria. "THE RELIGIOUS EDUCATION AND THE EMOTIONAL INTELLIGENCE". Journal Plus Education 18, nr 2/2017 (8.11.2017): 88–94. http://dx.doi.org/10.24250/jpe/2/2017/cmc.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

44

Jae-Bong Yoo. "Religious education in England: Some possibilities for religious education in schools". Journal of Curriculum Studies 31, nr 2 (czerwiec 2013): 199–219. http://dx.doi.org/10.15708/kscs.31.2.201306.009.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

45

McClelland, V. A., Edwin Cox i Josephine M. Cairns. "Reforming Religious Education: The Religious Clauses of the 1988 Education Act". History of Education Quarterly 33, nr 1 (1993): 113. http://dx.doi.org/10.2307/368532.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

46

Askenuly, Elnur, i Ainura Kurmanalieva. "Secular and religious principle’s in religious education". Eurasian Journal of Religious studies 3, nr 3 (2015): 12–19. http://dx.doi.org/10.26577/ejrs-2015-3-33.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

47

Kolodnyi, Anatolii M. "Religious studies science and religious studies education". Ukrainian Religious Studies, nr 40 (24.10.2006): 47–69. http://dx.doi.org/10.32420/2006.40.1772.

Pełny tekst źródła

Streszczenie:

Science and education are different phenomena, but they must be closely interconnected. It is impossible to say that we currently have it in Ukraine. They are practically the process of their formation in parallel. What do we have here?

Style APA, Harvard, Vancouver, ISO itp.

48

Carr, David. "Post-secularism, religious knowledge and religious education". Journal of Beliefs & Values 33, nr 2 (sierpień 2012): 157–68. http://dx.doi.org/10.1080/13617672.2012.694059.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

49

SEALEY, JOHN. "Commitment and Criticism in Religious Education Religious". Journal of Philosophy of Education 20, nr 2 (grudzień 1986): 279–90. http://dx.doi.org/10.1111/j.1467-9752.1986.tb00135.x.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

50

Seymour, Jack L. "Religious Educationand the Future of Religious Education". Religious Education 100, nr 4 (październik 2005): 337–39. http://dx.doi.org/10.1080/00344080500308322.

Pełny tekst źródła

Style APA, Harvard, Vancouver, ISO itp.

Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!