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1
Kilpeläinen, Aino-Elina, and Marie Vejrup Nielsen. "Teaching Rituals: New Church Activities and Religious Education." International Journal of Practical Theology 22, no. 1 (May 30, 2018): 23–39. http://dx.doi.org/10.1515/ijpt-2016-0035.
Повний текст джерелаАнотація:
AbstractToday, a series of new initiatives are appearing within the established churches, many of them directed towards families with young children. The research presented in this article examines one specific new activity, “Babysalmesang” – baby hymn singing – within the Evangelical Lutheran Church in Denmark. This study rests firmly on the results of a national study and provides a qualitative perspective on what takes place in babysalmesang from the perspective of ritual education. The analysis of the data showed that babysalmesang is a ritualized activity that, at the same time, teaches about a ritual: baptism.
2
Pothast, Emily. "Patel, Eboo, JenniferHowe Peace, and NoahSilverman, eds. Interreligious/Interfaith Studies: Defining a New Field. Boston: Beacon Press, 2018. ISBN: 978‐0807019976. xxi + 262 pages. $28.00." Teaching Theology & Religion 23, no. 1 (March 2020): 58–59. http://dx.doi.org/10.1111/teth.12523.
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Wylie, Shannon. "Interreligious/Interfaith Studies: Defining a New Field. Edited by Eboo Patel, Jennifer Howe Peace, and Noah J. Silverman. Boston: Beacon Press, 2018. xxi + 262 pages. $28.00 (paper)." Horizons 47, no. 1 (May 18, 2020): 188–89. http://dx.doi.org/10.1017/hor.2020.39.
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Day, James M., and Myriam H. L. Naedts. "Convergence and Conflict in the Development of Moral Judgment and Religious Judgment." Journal of Education 177, no. 2 (April 1995): 1–29. http://dx.doi.org/10.1177/002205749517700202.
Повний текст джерелаАнотація:
In this article the authors present results from research that tested well-established assumptions and explored longstanding dissatisfactions concerning questions about the relationship between moral development and religious development. Relying upon classical constructs derived from the work of Lawrence Kohlberg, Fritz Oser, and certain of their colleagues, the authors translated, revalidated, and employed a measure developed by John Gibbs for the measurement of moral judgment, and developed, validated, and employed a new measure of religious judgment for the purpose of comparing moral judgment and religious judgment levels in a population of French-speaking Belgian adolescents and young adults. Their findings introduce the beginning of a large-scale empirical effort in the testing of claims central to the literature of developmental psychology and the practice of developmental education where moral and religious judgment are concerned. The results of their research also raise a series of interesting questions about conflict and convergence in moral and religious development. Readers are invited to regard these findings both as a source of reinvigoration for the constructivist case about the relatedness of moral and religious development, and as an opportunity to enquire collaboratively into a series of perplexing questions which arise therein.
5
Agbaria, Ayman. "Education for Religious Pluralism in Islam: One Book or Series of Books, a Singular Message or Myriad Messages?" Religions 13, no. 4 (March 25, 2022): 283. http://dx.doi.org/10.3390/rel13040283.
Повний текст джерелаАнотація:
As the literature on the philosophical and theological aspects of religious pluralism concerning Islamic education is indeed scarce and sporadic, this article discusses the complexity of religious pluralism in the Quranic discourse, while highlighting the tension between inclusive and exclusive interpretations. In doing so, the article reflects on the notion of religious pluralism, arguing that this notion should not be approached as a truth to be verified, but as a hypothesis to be tested. Additionally, the article presents various educational implications as to how to encourage religious pluralism in Islamic education. Specifically, I will advocate for a new type of education: education for religion.
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Zellma, Anna, and Wojsław Czupryński. "Cultural Model of Marriage and Family, as Shown in Selected Polish TV Series - A Pastoral Challenge for the Catholic Church." Nova prisutnost XVIII, no. 2 (July 21, 2020): 311–23. http://dx.doi.org/10.31192/np.18.2.6.
Повний текст джерелаАнотація:
The analyses conducted in this paper aimed at presenting the standard for the marriage and family, which is created in Polish TV series, and subsequently noting the pastoral challenges arising from them. The quantitative analysis method was applied to stress the issues presented in the TV series. The moral issues dealt with in the series and their popularity in various social groups in Poland were the criteria for choosing the TV series. The qualitative analysis has shown that Polish TV series promotes alternative forms of marriage and family life. They are very different from the Catholic model of marriage and family. This provided grounds for the conclusions. It was observed that the Church is obliged to take up new pastoral challenges as a result of the TV series’ impact of Poles’ views and beliefs. Preparing young people to the sacrament of marriage and education for life in the family should be a priority. The Church should become involved in creating TV series which promote the Christian model of the marriage and family.
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Chumakova, T. V. "Infosphere and the Study of Religious Education in the Russian Empire." International Culture & Thechnology Studies 7, no. 2 (2022): 95–100. http://dx.doi.org/10.17586/2587-800x-2022-7-2-95-100.
Повний текст джерелаАнотація:
For humanitarians, the latest century was a period of active search for new methodological approaches. New informational technologies have expanded the capabilities of the human body; they have become “prostheses” expanding the perspectives of scholarly research. And it applies not only to data processing methods, but to the search for necessary research information as well. Thanks to digitized archives and research publications, which are located in virtual libraries, knowledge is coming into the infosphere. The concept of “infosphere”, that complemented a series of other “spheres”, such as “bibliosphere”, “noosphere”, etc, was introduced into the modern research vocabulary by Luciano Floridi. In the 1990-s, he stated that the emergence of new information systems means the onset of “the fourth revolution” and shaping the infosphere. But, in fact, the infosphere and the “virtual world” existed earlier; they appeared along with book collections. In this sense, we may talk about the infosphere in the context of the nineteenth century and even earlier epochs. The article sets issues of the reconstruction of the infosphere of the Orthodox educational institutions of the Russian Empire. The sources for such research include descriptions of book collections of seminaries and theological academies, the periodicals of those educational institutions, memories of teachers and students, and so on. The basis for the study of the infosphere of the Orthodox educational institutions is built on the numerous research works on the process of teaching in theological educational institutions, and on the history of their book collections. It is acceptable to talk about the infosphere of the Orthodox educational institutions of the Russian Empire in relation to virtual collections that are actively created in the Internet.
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Kostorz, Jerzy Henryk. "Ecumenical education of children and youth according to The religious education core curriculum of the Catholic Church in Poland (2018) and The curriculum for the Roman Catholic religious instruction in kindergartens and schools (2018)." Studia Oecumenica 19 (December 23, 2019): 129–41. http://dx.doi.org/10.25167/so.929.
Повний текст джерелаАнотація:
The article presents an ecumenical education in the light of new core curricula for the religion education at schools and kindergartens. These documents were accepted and approved in 2018 and will take effect on the 1st of September of 2020. Currently one can see ongoing work on new series of workbooks. The aim was to notice and detect, whether or not, new documents and propositions within can inspire catechists and teachers to explore and become familiar with an ecumenical education. Goals and contents of the new Core curriculum of the religious education for the Catholic Church in Poland of 2018 for kindergartens and schools were carefully analysed, described and presented. It was done with the focus on ecumenical education. It was observed that the very idea of the ecumenism was treated lightly in aforementioned documents. The authors addressed this idea rarely and sparsely. Clear and concrete description of main foundations of the ecumenical formation were also not observed. The authors of analysed documents don’t put any stock in forming attitudes such as attitude of dialog, openness or respect, or so it seems. According to them, the main focus of religious education should be on history of the Church and general concepts and usual terms (i.e. divisions within the Church, attempts to undertake a dialog, etc.). All of these can create particular challenges and difficulties for those who work on new workbooks to include ecumenical education in its fullness.
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Mayse, Ariel Evan. "Religious Education and Sacred Study in the Teachings of Rabbi Yitshak Hutner." Religions 10, no. 5 (May 15, 2019): 327. http://dx.doi.org/10.3390/rel10050327.
Повний текст джерелаАнотація:
Rabbi Yitshak Hutner (1906–1980) was a remarkable scholar, an enigmatic religious intellectual and a charismatic teacher. Drawing upon his public discourses and his written letters, I argue that Hutner’s vocabulary—which remained rooted almost entirely in the vocabulary of traditional Talmudism—afforded him a ready garment in which to clothe a syncretic educational theory, which combines Hasidic approaches to spiritual instruction and remakes the traditions of Lithuanian piety and study for his new American audience. The present study interrogates a series of key themes that appear in Hutner’s teachings, all of which pertain to issues of pedagogy and the construction of religious education. The essay advances a historical argument by examining the works of an important and influential modern Jewish thinker, but it is also driven by a constructive question: What does Hutner’s vision of Jewish religious teaching and learning have to contribute to today’s Jewish education, and to the broader world of higher education in North America in particular?
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Pryor, Adam. "Teaching Interreligious EncountersMark A.Pugliese, Alexander Y.Hwang (Eds.). AAR teaching religious studies series. New York: Oxford University press. 2017. xii + 368 pages. $105.00. ISBN 978‐0190677565." Teaching Theology & Religion 23, no. 1 (March 2020): 56–57. http://dx.doi.org/10.1111/teth.12524.
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Hadi, Abdul, Khalis Kohari, and Ifham Choli. "Strengthening Moderation of Islamic Education to Overcome Terrorism." International Journal of Emerging Issues in Islamic Studies 3, no. 1 (July 31, 2023): 12–20. http://dx.doi.org/10.31098/ijeiis.v3i1.1237.
Повний текст джерелаАнотація:
This research aims to explain the moderation of Islamic education in the component of curriculum objectives. The global Covid-19 pandemic, which has made the world community damage their economic resources and life, has not reduced the series of attacks committed by terrorist groups in various parts of the world. On March 20, 2020, ISIS attacked seven countries; Egypt, Niger, Nigeria, Philippines, Somalia, and Yemen. The new paradigms of Islamic educational moderate curriculum will prevent the fundamentalism and terrorism which are increasingly prevalent in some Islamic educational institutions today. Because the weapon of security forces in counter-terrorism only kills terrorists but could not change their minds and behavior typically. In some schools, as reported by Islamic Research and Societies Centre Jakarta Islamic State University (2020) about the religious attitude of students towards intern and extern minorities group, noted: That 1 in 3 students of university Students was intolerant of religious practice. This research uses the qualitative method in a phenomenological variant to get the actual data from the informer's consciousness through observation and interviews with some structural employees and all religious teachers of Al- Azhar Islamic High School. The data analysis used Miles and Hiberman's approach, and its validation was technical triangulation. The researcher found the applied curriculum objectives at Al-Azhar Islamic High School either in educational objectives or its learning process as follows: 1. Mindset of integration 2. Religious and Smart attitude 3. Acting in good relations with others.
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Osmer, Richard Robert. "Restructuring Confirmation." Theology Today 49, no. 1 (April 1992): 46–67. http://dx.doi.org/10.1177/004057369204900105.
Повний текст джерелаАнотація:
“Revivalism's erosion of the norms traditionally associated with Reformation commitment to catechetical instruction was a gradual process. … By the end of the nineteenth century, the Sunday School had become the dominant form of Christian education. … Slowly but surely, confirmation has come to be seen as a time when individuals explore their faith and decide for themselves whether or not they will continue to participate in the church. … A new series of liturgical-teaching practices must be formulated, harking back to traditional forms of catechetical instruction for children or the adult catechumenate of the ancient church.”
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Holder, Arthur. "Religious studies and the goal of Interdisciplinarity By BrentSmith. Routledge focus on religion series. London and New York: Routledge, 2020. ISBN: 978‐036702944. vi + 111 pages. $155.00." Teaching Theology & Religion 23, no. 2 (June 2020): 126–27. http://dx.doi.org/10.1111/teth.12539.
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Dadosky, John D. "Crucified Wisdom: Theological Reflections on Christ and the Bodhisattva. By S. Mark Heim. Comparative Theology: Thinking Across Traditions Series. New York: Fordham University Press, 2019. xii + 329 pages. $32.00 (paper)." Horizons 47, no. 1 (May 18, 2020): 168–69. http://dx.doi.org/10.1017/hor.2020.14.
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Spence, Lynda. "Art of Goodbye: Planning Final Arrangements." EDIS 2016, no. 6 (August 8, 2016): 7. http://dx.doi.org/10.32473/edis-fy1466-2016.
Повний текст джерелаАнотація:
The consumer is faced with complex personal decisions while making final arrangements. Final arrangements might include a religious ritual, service, tribute, funeral, and/or burial. This 7-page fact sheet, part of a new series entitled The Art of Goodbye: End of Life Education series, is designed to help in the development of a final arrangements plan using a coordinated approach. This document discusses the Funeral Rule, determinants, funeral providers, types of final arrangements, tissue or organ donation, body donation, preplanning, and prepaying. Written by Lynda Spence, and published by the UF Department of Family, Youth and Community Sciences, July 2016. FCS3335/FY1466: The Art of Goodbye: Planning Final Arrangements (ufl.edu)
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Reid, John. "A Life in History: Making the Team." Canadian Historical Review 103, no. 1 (March 1, 2022): 130–52. http://dx.doi.org/10.3138/chr-2021-0001.
Повний текст джерелаАнотація:
This article traces the author’s path from early life in the United Kingdom to graduate school in Newfoundland and New Brunswick and then to a series of faculty positions – ultimately, at Saint Mary’s University. Early work in the seventeenth-century history of northern New England gave way to a more broadly comparative approach to this era and, eventually, to an effort to coordinate imperial, colonial, and Indigenous history in northeastern North America. A variety of career uncertainties and evolutions also led to involvement in the history of higher education, the history of Atlantic Canada, and the history of sport. Through it all, collaborative work developed as a recurrent approach, with Atlantic Canada themes frequently underpinning responses to a variety of historiographies.
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Noonan, Caitriona. "‘Big stuff in a beautiful way with interesting people’: The spiritual discourse in UK religious television." European Journal of Cultural Studies 14, no. 6 (December 2011): 727–46. http://dx.doi.org/10.1177/1367549411419975.
Повний текст джерелаАнотація:
This article critically examines changes in the style and tone of religious broadcasting. Increasingly, a discourse of spirituality and faith is used by television producers to describe and discuss their output, as these are seen as less contentious and more audience-friendly ways of promoting faith-based programming. However, these themes continue to be framed within a recognizable set of religious traditions, mainly Christian. Combining interviews with producers and analysis of the BBC series Extreme Pilgrim (2008), this article examines the representation of spirituality as it is visualized and narrated. It analyses how this representation challenges traditional religious institutions, the new role it creates for broadcasters within lifestyle television, and discusses whether this subjective position can be conveyed authentically through the medium of television. The future of religious broadcasting rests on finding sustainable formats, yet these lifestyle formats offer distinct challenges in relation to their successful production and reproduction.
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Elmaliach, Tal. "Jewish Radicals: Zionism Confronts the New Left, 1967–1973 A Comparative Look: Introduction." Hebrew Union College Annual 93 (June 1, 2023): 187–98. http://dx.doi.org/10.15650/hebruniocollannu.93.2022/0187.
Повний текст джерелаАнотація:
The identity crisis that many Jewish radicals in the West grappled with in the 1960s and early 1970s was the subject of Sol Stern’s essay “My Jewish Problem – and Ours,” which appeared in the August 1971 issue of Ramparts, one of the most important organs of the American New Left.1 Stern, a key New Left activist and a former editor of the magazine, pointed to a paradox at the root of this crisis. Classical Marxism viewed Jewish nationalism as diametrically opposed to Marxist ideology. Nonetheless, in the wake of the Holocaust and the founding of the state of Israel, the global Left supported the Jewish national cause. This support was, however, short-lived. It was shaken first by Israel’s collusion with Britain and France during the Suez crisis of 1956. The escalation of the Israeli-Arab conflict in the second half of the 1960s then completed the global Left’s turn against Israel.2 Stern and his Jewish comrades consequently found themselves torn between their allegiance to the New Left and their continued support for Israel, sustained by their conviction that the Jewish state had faced a deadly threat from its enemies in 1967. Following a series of aggressive military and diplomatic moves by Egyptian leader Gamal Abdul Nasser during the tense early months of that year, war broke out on June 5 and ended six days later in a decisive and unanticipated Israeli victory. Israel captured large swathes of Egyptian, Syrian, and Jordanian territory, most consequentially the West Bank and Gaza Strip, areas densely populated by Palestinian Arabs, including many who had become refugees just nineteen years earlier in the war of 1948. Most Jews, and many in the Israeli leadership, viewed these two areas as part of the Jewish birthright and saw their capture as the liberation of territories that justly belonged to the Jewish people and state. While the Jewish members of the New Left believed that Israel should relinquish the West Bank and Gaza Strip and permit them to become an independent Palestinian Arab state, they maintained that Israel had captured them in a war of self-defense. As they saw it, Israel’s astonishing victory was the triumph of a country with a strong socialist tradition against the forces of reaction. Stern maintained that the West’s Jewish leftists found themselves facing a new edition of the classic Jewish Question – to integrate into the modern world, they were expected to divest themselves of their particularist identity and adopt exclusively universal values. This volume examines the social, political, and ideological manifestations of this resurgence of that dilemma. Each article focuses on how the issue played out in a particular country – the United States, France, Argentina, and Israel – between 1967 and 1973, when the drama reached its climax. In each of these places, the New Left attacked Israel and pro-Zionists activists reacted, leading to internal tensions on each side. University campuses emerged as the main theater of action. In tracing these confrontations, this collection casts new light on the difficulties faced by experience of young Jewish radicals struggling to integrate their particularist ethnic sentiments with their socialist universal values. The conflict that followed the Six-Day War can, however, only be understood against the background of the relationship between the Jews and the Left prior to 1967.
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Ahmadin. "Replica of the Kaaba at the Great Mosque of Palopo City as a Religious Tourism Object and Hajj-Umroh Education Space in South Sulawesi." Formosa Journal of Social Sciences (FJSS) 3, no. 1 (March 26, 2024): 1–8. http://dx.doi.org/10.55927/fjss.v3i1.8339.
Повний текст джерелаАнотація:
The growth and development of various religious tourism objects in several countries in the world, including Indonesia, is a new spiritual excitement that is interesting to study. Although it is acknowledged that religious tourism is not a new phenomenon and has even existed for a long time, its presence as a form of urban spiritualism requires further elaboration. This research examines the presence of a replica of the Kaaba at Majid Agung Palopo City, South Sulawesi which is seen as a form of spiritual awareness. The reason is because this building does not only function as a religious tourism object, but also functions as an educational space for prospective haj and umroh pilgrims. The results of the study show that the replica of the Kaaba serves as a simulation space for the series of Hajj and Umrah pilgrimages, so that when it is carried out in the holy land of Mecca it will run smoothly. Apart from being guided by an experienced team, prospective pilgrims are also provided with facilities in the form of Lontar Jumrah, Tawaf and Sa'i areas. The unique design of this building makes it a religious tourism object which is always crowded with visitors, both residents of the city of Palopo and people who come from other areas
20
McIntyre, Moni. "Midlife Women and Death of Mother: A Study of Psychohistorical and Spiritual Transformation. By Martha A. Robbins. American University Studies, Series VIII, Psychology 8. New York: Peter Lang, 1990. xii + 335. $48.95." Horizons 20, no. 1 (1993): 175–76. http://dx.doi.org/10.1017/s036096690002716x.
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Privalov, Nikolay, and Natal'ya Bashmakova. "New methodology and new textbooks for the national education system in Russia (from interdisciplinarity to consistency and morality)." Applied psychology and pedagogy 8, no. 3 (August 1, 2023): 15–30. http://dx.doi.org/10.12737/2500-0543-2023-8-3-15-30.
Повний текст джерелаАнотація:
The subject of the article is the problem of the crisis of the Russian education system and, above all, the ideology and general methodology of teaching in the field of humanities. The purpose of the study is to formulate the main directions of reforming the education system and new principles as part of the author's methodology of training courses for higher education in the conditions of Russia's withdrawal from the Bologna process and the formation of a national educational system.
The modern education system is the result of many trends in the development of society - and above all secularization, the separation of science from religion and the development of the positivist nature of scientific knowledge. The crisis of modern education is a manifestation of the crisis of positivist science and the global crisis. Rus-sia was the first in the world among non-Muslim countries to publicly declare the re-jection of liberal principles of social structure. Digital education carries significant risks to the physical and spiritual health of the youth and society. With all its ad-vantages, it needs a radical reform and strict state and public control. The fundamental reform of education in Russia should be aimed at scrapping the liberal ideology and formal quantitative methods of evaluating the results of the education process. The ap-peal to national traditions, mentality and, above all, to the achievements of traditional religions and centuries-old folk morality should compensate for the inevitable negative side effect of the technological side of education. The paper proposes a new methodol-ogy – moral and religious neo-institutionalism, containing three main principles – sys-tem, balance and morality. The latest practical result of its implementation is the launch of the publication of the INFRA-M publishing house of a series of books "Rus-sian University Textbook on Economics and Management" intended for master's de-gree (advanced level). Among them is the textbook "Economic theory. Russian Eco-nomics" - took the first place in the international academic course "Academus" in the nomination "Economics and Management".
22
Muzur, Amir, Iva Rinčić, Jiwon Shim, and Sunyong Byun. "Epharmology." Nova prisutnost XVIII, no. 1 (March 20, 2020): 39–46. http://dx.doi.org/10.31192/np.18.1.3.
Повний текст джерелаАнотація:
Technological development is characterised by a series of related phenomena – digitalisation, informatisation, robotisation, and globalisation – resulting in continuous and essential adaptations of human brain and behaviour. These adaptations have awaken the interest of numerous disciplines, but their systematic study, actually, is missing. In the present paper, along with the list of several adaptation fields and examples, the establishing of a new science is suggested – epharmology (from the Greek epharmozein = to adapt) which might be able to comprehensively approach the gathering and analysis of data from various observations and sources and, based on discerning between wishful and unwishful adaptations, which could exert influence upon legislation and education reform.
23
Wamagatta, Evanson. "Changes of Government Policies Towards Mission Education in Colonial Kenya and Their Effects on the Missions: The Case of the Gospel Missionary Society." Journal of Religion in Africa 38, no. 1 (2008): 3–26. http://dx.doi.org/10.1163/157006608x262692.
Повний текст джерелаАнотація:
AbstractBefore the First World War, the provision and management of African education was almost entirely in the hands of the missionaries. After the war, the government enacted a series of laws that were designed to improve the quality of education. However, the new policies placed a heavy financial burden on the missions, which found it difficult to function without government grants. This paper analyzes the effects of government education policies on the fluctuating fortunes of the Gospel Missionary Society (GMS). It shows that, although the GMS was not opposed to the grants, its small size and faith basis made it impossible to meet the government's conditions for receiving the grants. The government's pressure and the mission's inability to implement the policies eventually forced the GMS to withdraw from the mission field altogether, and that is why there are today no schools or churches associated with it in Kenya. The paper is based on secondary sources and primary materials obtained from the Kenya National Archives (KNA) and the GMS's and other missionary societies' archives.
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Grundmann, Christoffer H. "Altruism in Cross-Cultural Perspective. Edited by Douglas A.Vakoch. International and Cultural Psychology Series. New York, NY: Springer, 2013. xvi + 180 pp. Hardcover $129.00." Zygon® 49, no. 1 (February 24, 2014): 267–68. http://dx.doi.org/10.1111/zygo.12073.
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Privalov, Nikolay, and Natal'ya Bashmakova. "Methodology of Moral and Religious Neo-Institutionalism for the National Education System in Russia (Consistency, Balance and Morality)." Scientific Research and Development. Socio-Humanitarian Research and Technology 12, no. 2 (July 31, 2023): 17–24. http://dx.doi.org/10.12737/2306-1731-2023-12-2-17-24.
Повний текст джерелаАнотація:
The subject of the article is the problem of the crisis of the Russian education system and, above all, the ideology and general methodology of teaching in the field of humanities. The purpose of the study is to formulate new principles as part of the author's methodology of training courses for higher education in the conditions of Russia's withdrawal from the Bologna process and the formation of a national educational system.
The modern education system is the result of many trends in the development of society — and above all secularization, the separation of science from religion and the development of the positivist nature of scientific knowledge. The crisis of modern education is a manifestation of the crisis of positivist science and the global crisis. Russia was the first in the world among non-Muslim countries to publicly declare the rejection of liberal principles of social structure. The paper proposes a new methodology — moral and religious neo-institutionalism, containing three main principles — system, balance and morality. The latest practical result of its implementation is the launch of the publication of the INFRA-M publishing house of a series of books "Russian University Textbook on Economics and Management" intended for master's degree (advanced level). Among them the textbook "Economic theory. Russian Economics" took the first place in the international academic course "Academus" in the nomination "Economics and Management".
26
Aldrin, Viktor. "Teaching Undergraduate Research in Religious Studies. Edited by BernadetteMcNary-Zak and Rebecca ToddPeters. AAR Teaching Religious Studies Series. New York, N.Y.: Oxford University Press, 2011. x + 193 pages. ISBN 978-0-19-973286-9. $55.00." Teaching Theology & Religion 16, no. 3 (July 2013): 293–94. http://dx.doi.org/10.1111/teth.12055.
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Fazel, Seena B. "A New Wave of Bahā’ī Intellectual Thought: The Impact and Contributions of World Order Magazine." Religions 14, no. 4 (April 4, 2023): 497. http://dx.doi.org/10.3390/rel14040497.
Повний текст джерелаАнотація:
This paper explores the scholarship and intellectual contribution of the second series of World Order magazine, which published from 1966 until 2008 over 38 volumes. In so doing, I provide a narrative overview of the main themes and papers in World Order, and by extension some of the topics being discussed in the worldwide Bahā’ī community. This is complemented by interviews with past World Order editors, who provided information on papers, topics and issues that generated the most interest and print runs, a listing of the number of pieces and articles by topic, and a questionnaire survey of those attending an academic Bahā’ī conference. I compare themes identified in the overview with contemporary discourses over a similar period drawing on surveys of textbook and journal contents in similar areas. In addition, I summarise available information on the most cited (from Google Scholar) and downloaded (from Bahā’ī Library online) World Order papers, and hence those contributions with the most impact using these quantitative approaches. I show that Abizadeh’s paper on ‘Ethnicity, Race, and a Possible Humanity’, which discusses how the concept of the oneness of humanity can potentially address racial problems, is the most cited paper, and Stokes’s paper on ‘The Story of Joseph in Five Religious Traditions’, a piece on comparative religion, is the most downloaded. Overall, the most cited and downloaded papers are indicative of the breadth of topics covered in World Order, with pieces on political philosophy, law, education, history, theology, and psychology. The number of articles and editorials on social issues, such as racial justice, women’s rights, and environmentalism, is one indication that the Bahā’ī community was at the forefront of thinking about social action.
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Dar, Showkat Ahmad. "Naser Ghobadzadeh, Religious Secularity: A Theological Challenge to the Islamic State." ICR Journal 7, no. 1 (January 15, 2016): 144–46. http://dx.doi.org/10.52282/icr.v7i1.294.
Повний текст джерелаАнотація:
This book is an important - though controversial - addition to the discourse surrounding Islamic political thought. It traces its lineage to the debate advocating a separation of religion and politics. By putting this politico-religious discourse into a new oxymoronic term, ‘religious secularity’, the author attempts to construct another theological challenge to the concept of an Islamic state. Hailing from Iran, Dr. Naser Ghobadzadeh (currently a Research Fellow at the Institute for Social Justice, the Australian Catholic University), examines Islamic politico-religious discourse in the context of his homeland. Briefly reviewing the political struggles Muslims have faced during the second half of the twentieth century while trying to fulfil their aspirations of establishing an Islamic state, he attempts to describe the parallel Iranian quest for a democratic secular state. Being aware of the varied definitions and understandings of the term ‘secularism’, he intentionally uses the term ‘secularity’ to clarify the distinction between the emerging discourse in Iran and the conventional understanding of secularism as a global paradigm. This discourse, according to the author, was first developed following a series of articles written by Abdulkarim Soroush in 1989, in which the latter emphasized a separation of religion from religious knowledge (p.25). The author ignores, however, the Sunni scholar, Shaykh Ali Abdul Raziq, who, in his book entitled al-Islam wa usul al-Hukm (1925), held the same view. This might be because of the author’s focus on Shi'ite political thought.
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Bracken, Joseph A. "Trinity and Process: A Critical Evaluation and Reconstruction of Hartshorne's Di-Polar Theism towards a Trinitarian Metaphysics. By Gregory Boyd. American University Studies, Series 7, Theology and Religion, Vol. 119. New York: Peter Lang, 1992. x + 424 pages. $60.95." Horizons 22, no. 1 (1995): 138–39. http://dx.doi.org/10.1017/s0360966900029054.
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Howlett, Patricia, and Charles F. Howlett. "A Silent Witness for Peace: The Case of Schoolteacher Mary Stone McDowell and America at War." History of Education Quarterly 48, no. 3 (August 2008): 371–96. http://dx.doi.org/10.1111/j.1748-5959.2008.00156.x.
Повний текст джерелаАнотація:
A 1964 television series, “Profiles in Courage,” based on the late President John F. Kennedy's Pulitzer prize-winning book, featured the life of Mary Stone McDowell, a quiet, yet strong, teacher. Within peace circles, McDowell was a well-known figure. It was not unusual to see her marching in peace demonstrations or handing out antiwar literature at street meetings in the rain, snow, sleet and hot days in the summer. It was not out of the ordinary to read her editorials urging war tax resistance and certainly not surprising to those who knew her to draw strength from her courage and convictions. Yet what captured the interest of the show's producers was the stand she took during World War I. This quiet, unassuming Phi Beta Kappa graduate from Swarthmore College, and Quaker public school teacher in New York City, became the first educator in American history to test the constitutionality of the newly enacted loyalty oaths on religious, rather than political, grounds.
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Moyles, Chris, and Timothy Craul. "SCENIC HUDSON'S LONG DOCK PARK CULTIVATING RESILIENCE: TRANSFORMING A POST-INDUSTRIAL BROWNFIELD INTO A FUNCTIONAL ECOSYSTEM." Journal of Green Building 11, no. 3 (June 2016): 55–77. http://dx.doi.org/10.3992/jgb.11.3.55.1.
Повний текст джерелаАнотація:
INTRODUCTION Scenic Hudson's Long Dock Park is a resilient living work of art and a vibrant community asset for the Hudson River Valley. A 23-acre peninsula on the east side of the Hudson at Beacon, New York, the site includes the Peter J. Sharp Park and the Klara Sauer Hudson River Trail. Two decades in the making, beginning in 1997, it took a decade to plan and remediate, and, by its completion in early 2017, it will have taken just as long to build and recover. In 1997, nonprofit Scenic Hudson, the largest environmental and land preservation group focused on the Hudson River Valley, started assembling the different ownership parcels of the Long Dock site. From 1999 to 2003, they engaged the Beacon community through a series of community meetings and workshops to articulate its vision for its waterfront and cleanup of the site began. From 2003 to 2007, the design team developed the architectural and site program for the project, restoration measures, and its physical expression with the client. Working with the City and the New York State Department of Environmental Conservation (NYSDEC), the project completed the State Environmental Quality Review Act (SEQR) process, filing a Draft Environmental Impact Statement (DEIS) and received approval of the final EIS ensuring that there was significant environmental, social, or economic value. The NYSDEC and the U.S. Army Corps of Engineers (USACE) were also directly involved in oversight of the brownfield remediation and work within the Hudson River and site wetlands. With the SEQR process complete and approval of a mitigation plan from the USACE, the team worked with the City of Beacon to complete the site plan application process for construction. Our mandate was clear from the start—build resilience, but realize it incrementally. The project's first phase, opened in 2009, included additional remediation and removal of contaminated soils, removal of invasive species, stabilization of the south shoreline, a test plot for different materials, a wetland boardwalk and interior pathways, installation of native plantings, and site-specific artwork. By 2014, the landscape's multiple character zones were complete: the established meadow, the connective network of trails and boardwalks, the working site infrastructure of wetlands with swales and seeps, the dynamic intertidal zone, and earthen buttresses. A new pavilion for kayak storage and rentals and an arts and environmental education center in the historic Red Barn were significant additions for the program and community engagement of the park (refer to Figure 1). Over the past summer of 2016, portions of the site originally designed as a LEED platinum eco-hotel and conference center are now being remediated and reconceived as a new civic plaza, amphitheater, overlook west deck, boardwalk at Quiet Harbor, and a shade structure with an area for food trucks. Long Dock Park will continue to adjust and adapt to changing circumstances of ecology, climate change, flooding and sea level rise, and culture. Our original goals of renewing and revealing the historic waterfront, increasing public access to the river, restoring degraded environmental conditions, and demonstrating exemplary, environmentally sensitive development—these are complete. And the park was one of the first pilot projects for the Sustainable-SITES certification program and subsequently received SITES's highest rating of a SITES project at the time. Even as we considered program, spatial organization, and aesthetics, our work also sought to create in Long Dock a functional and sustainable ecosystem. The park's design needed to initiate natural processes for the degraded post-industrial brownfield to function and sustain ecosystem services that had not existed before. The design of healthy soils, the integration of hydrology, and the establishment of native plant communities form the true story of the site's transformation from postindustrial ruin into a significant waterfront park.
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Hein, David. "The High Church Origins of the American Boarding School." Journal of Ecclesiastical History 42, no. 4 (October 1991): 577–95. http://dx.doi.org/10.1017/s002204690000052x.
Повний текст джерелаАнотація:
Historians of education have deepened our understanding of the development of American boarding schools by challenging he popular view of them as straightforward continuations of New England academies or as imitations of British public schools and by tracing their actual roots back to a distinctive series of institutions that began in the United States in the 1820s, ‘30s, and ’40s. Sociologists have increased our awareness of the social and economic conditions that contributed to the flourishing of these schools as upper-class domains during the Gilded Age.1 It remains for the student of religious history to point out the close connection that existed between the prototypical American boarding schools and representatives of the Episcopal High Church tradition, and to attempt to demonstrate that this association was no coincidence but that the schools were themselves concrete expressions of the High Church outlook.
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Tanjung, Zulkifli. "History of the Development of Islamic Education in Indonesia (A Case Study of Old Order and New Order Governments (1945-1998)." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 17, 2022): 4765–72. http://dx.doi.org/10.35445/alishlah.v14i4.2610.
Повний текст джерелаАнотація:
The development of Islamic educational institutions in Indonesia has undergone the different developments in accordance with the period of government politics. The old order era and the new order era, for example, have their own dynamics of development. This study analyzes the development of Islamic education that occurred during the Old Order and the New Order governments (1945-1998). This research uses a historical approach which is based on literature study. Library research is a method of collecting data and information; from books, magazines, documents, journals, history books, and others. The results of this study indicate that: 1) The thought of Islamic education in the period of independent Indonesia was characterized by a dualistic education model: a) the education and teaching system in secular public schools did not recognize religious teachings, which was the legacy of the Dutch colonial government. b) Islamic education and teaching system that grows and develops in the Islamic community, both isolated-traditional and synthetic with a variety of educational patterns. 2) The practice of education from the time of Indonesia's independence until 1965 can be said to be heavily influenced by the Dutch education system. This colonial education practice continues to discriminate between the children of officials and ordinary children. 3) Islamic education has strengthened its position after entering and being inclusive in the national education system which is regulated in Law No. 2 of 1989 which further regulated a series of government regulations relating to education and then continued with the enactment of Law No. 20 of 2003. Meanwhile, the development of post-New Order Islamic education is a topic that needs further research.
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Keefe, Thomas M. "Holocaust Education: A Resource Book for Teachers and Professional Leaders. Edited by Marcia Sachs Littell. Symposium Series 13. New York: Edwin Mellen Press, 1985. 112 pp. $19.95." Church History 55, no. 1 (March 1986): 147–48. http://dx.doi.org/10.2307/3165497.
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Biallas, Leonard J. "How to Understand Islam. By Jacques Jomier. New York: Crossroad, 1990. iv + 168 pages. $14.95 (paper). - The Challenge of the Scriptures: The Bible and the Qur'an. Faith Meets Faith Series. Translated by Stuart E. Brown. Maryknoll, NY: Orbis, 1989. vii + 104 pages. $26.95 (paper, $13.95)." Horizons 18, no. 1 (1991): 183–84. http://dx.doi.org/10.1017/s036096690002507x.
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Alić, Amel. "Experiments on inclusive education." Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), no. 3 (December 15, 2005): 241–48. http://dx.doi.org/10.51728/issn.2637-1480.2005.241.
Повний текст джерелаАнотація:
Inclusion as a relatively new concept and a way of consideration in the organization of a modern teaching system and school arose out of a necessity to eliminate every type of segregation among students. According to some leading theoreticians of this field, inclusive education is the way to enable students with special needs to incorporate into regular classes and heterogeneous classes together with other age-mates. To turn this idea into reality it is necessary to do a series of complex actions, not only in school but also on a broader social scene including changes in attitudes and convictions of the people directly involved into the process of implementation of inclusion. Although the idea of inclusive education is mostly understood as a concept which aims to incorporate children with special needs (in terms of different psycho – physical deficits) into regular classes, available theoretical considerations and practice often attribute to inclusive education an ambition of observing every child as a child with “special needs”. That would mean that in the process of inclusion we should care for talented children the same way we care for all other chategories of children who are stigmatized or marginalized. However, in this paper, inclusive education is analyzed mainly in the context of a new attitude towards children with certain difficulties with learning and behaving. If the respect for the different, the care for the helpless and the deprived, the imperative of eliminating every form of segregation are the values of multiculturalism, and if they are present in religious sources, then we cannot but ask ourselves the following question: are all numerous resolutions and charters about human rights respect just an acknowledgement of a modern man’s lack of power to overcome the despised characteristics and a peculiar “copying” of religiously universal messages to the humanity? Does not a separated context of affirmation of the rights of persons with special needs speak for itself to which extent a modern man alienated from the original understanding of being human? And a man should be raised for that human quality and he should also be taught about it. Key-words: Segregation, persons with special needs, inclusive education
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Gilpin, W. Clark. "Protestant Theological Education in America: A Bibliography. By Heather F. Day. American Theological Library Association Bibliography Series 15. Metuchen, New Jersey: Scarecrow Press, 1985. xvi + 505 pp. $42.50." Church History 55, no. 2 (June 1986): 256. http://dx.doi.org/10.2307/3167463.
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French, Anna. "John Wesley and the education of children. Gender, class and piety. By Linda A. Ryan. (Methodist Studies Series.) Pp. viii + 200. Abingdon–New York: Routledge, 2018. £105. 978 1 138 09236 5." Journal of Ecclesiastical History 71, no. 2 (April 2020): 434–35. http://dx.doi.org/10.1017/s0022046919002768.
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Moore, Donald J. "Martin Buber: A Centenary Volume. Edited by Haim Gordon and Jochanan Bloch. Hoboken, NJ: KTAV, 1984. xvii + 493 pages. $39.50. - Mutuality: The Vision of Martin Buber. By Donald L. Berry. SUNY Series in Philosophy. Albany: State University of New York Press, 1985. xiii + 121 pages. $29.50 (paper $9.95)." Horizons 14, no. 1 (1987): 187–89. http://dx.doi.org/10.1017/s0360966900037609.
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González Galeotti, Francisco Rodolfo. "La Carrera de Campeche (1717-1818): demografia móvel, devoções vernáculas e estradas provincias." Revista de Historia, no. 89 (January 1, 2024): 1–36. http://dx.doi.org/10.15359/rh.89.2.
Повний текст джерелаАнотація:
This article studies how the Carrera de Campeche, a series of fluvial and land traffic and mobility routes, connected the city port of Campeche and the gulf of Mexico with the Carrera de Guatemala, the commercial circuit that linked the audiencias/kingdoms of New Spain and Guatemala. For this, a review of the regional, economic historiography and anthropological studies was made; also archival documents and cartography collected in Mexico, Guatemala, the United States and Spain to support the hypothesis of the existence of the routes. As a result, it was possible to corroborate the existence of a dynamic demography and in continuous movement, fortified by regional devotions that strengthened the religious-cultural integration and that allowed to sustain the road projects of magistrates and elites in the Carrera de Campeche, at the end of the Spanish colonial period.
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Setia Wati, Hani Martha Puji, Reni Triposa, and Roida Purba. "Peran Guru PAK dalam Meningkatkan Motivasi Belajar Siswa Pada Masa New Normal." Veritas Lux Mea (Jurnal Teologi dan Pendidikan Kristen) 3, no. 1 (June 15, 2021): 25–34. http://dx.doi.org/10.59177/veritas.v3i1.102.
Повний текст джерелаАнотація:
Motivation to learn is very important to give a series of efforts to provide space so that someone wants and wants to do something. Motivation to learn can affect student learning outcomes. Because where a low motivation value can lead to lower success in learning so that it will affect learning achievement. Using descriptive qualitative methods with a literature study approach, it can be concluded that: the teacher's job is as a guide and helper to help students to increase learning motivation. The teacher awakens the enthusiasm of students to learn by providing creative ways when teaching, so that it can attract the attention of students. the importance of Christian Religious Education teachers to advise, guide, teach and direct and provide encouragement to continue to move forward in increasing the enthusiasm for learning so as to have good learning motivation. So, the teacher needs to generate motivation in students so that they are more active in learning so that they can achieve learning success. Students who have high learning motivation are very easy to get good learning outcomes, and students will try hard with all their efforts to learn starting from Christian Religious Education subjects so that other subjects can learn with this. Therefore, learning motivation is very important in achieving the learning success of students.AbstrakMotivasi belajar sangatlah penting untuk memberikan serangkaian usaha untuk menyediakan ruang sehingga seseorang mau dan ingin melakukan sesuatu. Motivasi belajar dapat mempengaruhi hasil belajar siswa. Sebab dimana nilai motivasi yang rendah dapat menyebabkan rendahkanya keberhasilan dalam belajar sehingga akan memperngaruhi prestasi belajar. Menggunakan metode kualitatif deskritif dengan pendekatan studi pustaka dapat disimpulkan bahwa: tugas guru adalah sebagai pembimbing dan penolong untuk membantu siswa untuk meningkatkan motivasi belajar. Guru membangkitkan semangat anak didik untuk belajar dengan memberikan cara-cara kreatifitas saat mengajar, sehingga dapat menarik perhatian peserta didik. pentingnya guru Pendidikan Agama Kristen untuk memberi nasehat, membimbing, mengajarkan dan mengarahkan serta memberikan dorongan untuk terus maju dalam meningkatkan semangat belajar agar punya motivasi belajar yang baik. Maka, Guru perlu membangkitkan motivasi dalam diri anak didik agar mereka semakin aktif belajar sehingga dapat mencapai keberhasilan belajar. Peserta didik yang memiliki motivasi belajar yang tinggi sangat mudah memperoleh hasil belajar yang baik, dan anak didik akan berusaha keras dengan segala daya upaya mempelajari mulai dari mata pelajaran Pendidikan Agama Kristen sehingga mata pelajaran yang lain boleh belajar dengan hal ini. Oleh karena itu, motivasi belajar sangat penting dalam mencapai keberhasilan belajar anak didik.
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Božić, Marko. "Catechism without God: Legal basis and ideological premises of teaching Marxism in schools of socialist Yugoslavia from 1945 to 1991." Pravni zapisi 13, no. 2 (2022): 607–29. http://dx.doi.org/10.5937/pravzap0-40586.
Повний текст джерелаАнотація:
The paper sketches a general timeline and defines key milestones in some fifty years long teaching Marxism within the state school system of the socialist Yugoslavia. The research relies primarily on relevant legal framework, especially the School Reform Acts of 1958 and 1974, and associated doctrinal writings. Through discourse analysis of these legal and doctrinal sources, the paper discloses the evolving role and purpose of teaching Marxism as an institutionalized belief that was meant to contend the traditional religion. By questioning the experience of this socalled school-Marxism, the study contributes to a better understanding of socialist secularism as a historical phenomenon, potentially also instigating new attempts at reconsidering whole series of old, yet still persisting controversies, such as interrelation of science and atheism, the role and place of moral education, or religious neutrality of school curricula.
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Alfira Okta Mayangsari, Milla Uzlifatul Jannah, Ananda Aisyah Rachmawati, and Syunu Trihantoyo. "Analisis Kendala Dan Solusi Penanaman Pendidikan Karakter Bagi Guru Dalam Program PPK Di SMKS PGRI 7 Surabaya." Transformasi: Journal of Economics and Business Management 2, no. 4 (November 4, 2023): 224–33. http://dx.doi.org/10.56444/transformasi.v2i4.1178.
Повний текст джерелаАнотація:
The purpose of this study is to provide details on how character education is developed in SMK PGRI 7 in Surabaya. Findings from this study shed light on the challenges faced by educators and the methods they used to overcome them in their quest to guide pupils toward more religious, empathetic, and patriotic conduct. Data for this study was gathered via interviews with teachers and administrators at SMK PGRI 7 Surabaya, observation of students and staff, and careful documenting of all relevant events. Methods such as observation, interviews, and documentation are used in data collecting. An interactive model is used for data analysis, which consists of many steps including data collecting, data reduction, data display, and conclusion drawing. The findings of this study point to several conclusions, including the following: (1) the development of educational technology affects the incorporation of character education; (2) parental involvement and encouragement positively affects the success of cultivating character education; (3) educators lend a hand in the form of concrete actions to ensure that students successfully implement character education; and (4) the existence of the new curriculum presents a minor barrier to educators' efforts to cultivate character education. The school has decided to address the problem of low teacher performance by funding their attendance at a series of seminars and training sessions focused on developing their "soft skills."
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Sumadi, Tjipto, Elindra Yetti, Yufiarti Yufiarti, and Wuryani Wuryani. "Transformation of Tolerance Values (in Religion) in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 13, 2019): 386–400. http://dx.doi.org/10.21009/jpud.132.13.
Повний текст джерелаАнотація:
Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values of tolerance among religious students are not taught, but the values of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time.
Keywords: Early Childhood Education, Tolerance Values in Religion
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Seri-Levi, Ariel. "Compilation or Redaction in the Pentateuch: Reassessing Numbers 25." Journal of Biblical Literature 142, no. 4 (December 15, 2023): 547–66. http://dx.doi.org/10.15699/jbl.1424.2023.1.
Повний текст джерелаАнотація:
Abstract Although Num 25 is clearly a composite text, the manner of its compilation is still debated. This article presents a new analysis of the chapter as a test case for a fundamental issue in contemporary pentateuchal studies: whether the Pentateuch represents mainly a compilation of independent sources or a series of redactional strata. The analysis is focused on internal considerations of Num 25, suspending any theory of the formation of the Pentateuch, the nature of the Priestly writings, or the status of the book of Numbers. I conclude that Num 25 is more likely to consist of three independent narratives than several layers placed one on top of the other, and suggest several methodological considerations that can be helpful in analyzing other texts in the Pentateuch.
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Siswadi, Gede Agus. "MERDEKA BELAJAR DALAM PEMBELAJARAN AGAMA HINDU PERSPEKTIF FILSAFAT PENDIDIKAN PROGRESIVISME." JAPAM (Jurnal Pendidikan Agama) 3, no. 01 (April 30, 2023): 23–32. http://dx.doi.org/10.25078/japam.v3i01.1504.
Повний текст джерелаАнотація:
Freedom to learn is a new education policy in Indonesia that requires a big change for the better than the previous education. Freedom to learn is present as an instrument that was born from the merger of educational theory and previous policies. Freedom to learn and the educational philosophy of progressivism have the same goal, namely to provide a wide space for students, teachers, and also educational institutions to design a series of learning that is liberating, democratic, independent, and also free to innovate. This study uses a qualitative method with a philosophical hermeneutic approach and uses Miles and Huberman's data analysis patterns. The results of this study are the educational philosophy of progressivism emphasizes that students must develop naturally, experience is the key word in motivating children's learning, teachers act as facilitators in learning, and the curriculum must be designed student-centred. The concept of independent learning in principle provides a wide space for exploring the greatest potential for teachers and students to innovate and improve the quality of learning independently. Then the application of freedom to learn in Hindu religious learning is to provide space for students, teachers, and schools to always are free in thinking, free to innovate, and independent in creativity so that the concept of education that relies on "sa vidya ya vimuktaye" or learning is what liberating humanity can be achieved.
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Mudorv, Sergei. "The Orthodox Church and Education in Belarus as a Reflection of the Specific Pattern of Church-State Relations." PLURAL. History, Culture, Society 10, no. 2 (December 30, 2022): 152–69. http://dx.doi.org/10.37710/plural.v10i2_7.
Повний текст джерелаАнотація:
This paper1 discusses the development of cooperation between the Orthodox Church and educational establishments in Belarus. The first Agreement on Cooperation between the Ministry of Education and the Belarusian Orthodox Church (BOC) was signed in 1994, several years before the adoption of a new Law on the Freedom of Conscience and the signing of the Agreement on Cooperation between the Church and the State. Although many objectives, stated in the first Agreement, were not met on time, there was a continuing and mutually beneficial cooperation between the Ministry and the BOC since then, with a series of Programmes of Cooperation, signed every 2-4 years. The Orthodox Church is the only religious denomination in Belarus which concludes Programmes of Cooperation with the Ministry of Education; however, one cannot claim that the general legislative framework is particularly favourable for this Church. Indeed, there are some restrictions, limiting the presence of the BOC and its representatives in educational establishments. Also, the Church has not managed to get the inclusion of the “Foundations of Orthodox Culture” and related courses in the curriculum. At the same time, these courses can be taught as optional subjects, at the request of parents. In addition, the BOC is able to organise various cooperation with educational establishments (seminars, lectures, regular talks, etc.); however, the scope and intensity of this cooperation largely depend on the will of the schools’ administration to interact with the Orthodox Church.
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Aspisova, O. S. "ALL THIS GOETHE: CULT AND ANTICULT." Human Being: Image and Essence. Humanitarian Aspects, no. 3 (2020): 144–69. http://dx.doi.org/10.31249/chel/2020.03.09.
Повний текст джерелаАнотація:
The article examines the almost religious worship of Goethe as an unattainable universal genius and classical author, analyzing both the «Goethe cult» and the «anti-cult» in the German culture before the first half of the 20th century. The Goethe cult, that had started shortly after his death, largely contributed to the development of modern literary studies as a new science in Europe. The anniversary years invariably intensified the cult. Resistance to this cult became especially noticeable after WWI when, for the first time, a real «anti-cult» unfolded. It is documented, for example, in a series of articles by comedian C. Sternheim (1878-1942), where Goethe appears as the symbol for «Kulturphilister», in the «Steppenwolf» by H. Hesse, essays by Ortega y Gasset. The «standard education» turned Goethe into a «blank sign», referring to the national-patriotic cult of the «classics». Both the cult of Goethe and his anti-cult turned out to be very productive not only for literature and journalism, but also for literary criticism.
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Mardiyati, Isyatul. "PENANAMAN NILAI-NILAI DASAR ISLAMI ANAK USIA DINI PADA MASYARAKAT PERKOTAAN." At-Turats 9, no. 1 (June 1, 2015): 35. http://dx.doi.org/10.24260/at-turats.v9i1.307.
Повний текст джерелаАнотація:
Negative Social phenomena in urban society due to changes in lifestyle, social interaction, and changes in social systems have led to problems in many aspects of life. The social problems indicate that urban community is going through a phase of ‘demoralization’ as a result of social changes that are not in line with the Islamic basic values and other norms. The increasing cases of crime in urban areas in terms of quality and quantity, such as corruption, fraud, theft, assault, murder, etc. indicate that the quality of the character and behavior of individuals or groups are still low, resulting from insufficient religious education and norms they receive from an early age.
In this light, the Kindergarten or Early Childhood Education plays a very important role in instilling basic Islamic values in children from an early age. The efforts can be made through a series of activities of ‘play and learn’ to actualize Islamic values in everyday life. These activities are expected to achieve a better generation in terms of mental and intellectual capacities, having noble character and strong faith as well as piety to Allah. In addition, through instillation of basic Islamic values from an early age, we will have a new generation of Muslims who act as
agents of change that bring about the glory of Islam in the modern era.
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Svetlana, Riazanova, Semyonov Denis, and Biserov Vadim. "Sufism through the Eyes of a Modern Perm Muslim: from Tradition to Mythological Construc." TECHNOLOGOS, no. 1 (2024): 47–61. http://dx.doi.org/10.15593/perm.kipf/2024.1.04.
Повний текст джерелаАнотація:
The article is devoted to one of the aspects of the ummah functioning in the Kama region as a region of traditional Muslim residence. The object of the study was a new local Sufi community that emerged on the site of the disappeared mystical tradition of Ishanism in the Urals and the Volga region. The new community of believers consists of representatives of both local Islam and internal and external Muslim migrants, including the so-called "non-ethnic" believers. The spiritual leadership of the community is provided by teachers who come from abroad; there is no regular religious education. Under these conditions, a specific idea of Sufism is formed in the minds of new Sufis. being transmitted from the outside, and it has become the subject of research. The goal of the work was to establish the most significant features of this image, which required addressing two problems - identifying the key characteristics of Sufism on the part of believers and determining the sociocultural factors as the base of such ideas. The empirical material was collected using the technique of participant observation during spiritual meetings (sohbet) and through a series of semi-structured interviews with a selection of respondents using the “snowball” principle. Only those statements were analyzed in which the interlocutor independently characterized Sufism, without options proposed by the interviewer. Three groups of plots were identified, which acted as key ones in the description of the Sufi tradition. The first is an attempt to legitimize Sufism as an indigenous tradition of the region, an integral part of the religious life of Muslims and a harmonious component of public life during the Soviet period of history. Within the framework of the second group of subjects, a search is made for the features of Sufism that allow it to be a relevant religious practice that contributes to existential and social success. The third selection of statements interprets Sufism as a magical activity that helps to gain not only supernatural abilities but also advantages in social life. The reason for the formation of an image of Sufism with such characteristics, according to the authors, is the state of the region’s ummah in the post-Soviet period and the peculiarities of the personal biographies of believers.