scholarly journals The Islamic Theology with A Multicultural Perspective as the Basis for Religious Learning in Yogyakarta State Elementary Schools

2021 ◽  
Vol 2 (5) ◽  
pp. 64-71
Author(s):  
Sangkot Sirait
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Islamic Law ◽  
Classroom Teacher ◽  
Islamic Theology ◽  
Religious Learning ◽  
History Of ◽  
Teacher And Student Relations ◽  
State Schools ◽  
Multicultural Perspective

This study aims to describe the multicultural Islamic religious learning found in several state schools in the special region of Yogyakarta. The problem in this study is how a Muslim teacher teaches Islam where students consist of various religions and traditions. The method used to obtain data in this study is interviews, document, and observation. In addition, it is also seen from the textbooks used by Islamic religious teachers in learning. From the results of this study, it can be obtained data that the learning of Islamic religious education in Yogyakarta public schools contains and has multicultural nuances. This can be seen from the aspects of learning methods in the classroom, teacher, and student relations, and how to organize classes. At the end of the article, there are also teaching materials that are conveyed in learning such as, Qur'an, the history of Islamic culture, Islamic law, and morals. Each of these subjects is taught with the faith of a Muslim but with a multicultural perspective.

scholarly journals TECNOLOGIAS GEOGRÁFICAS NO ENSINO MÉDIO: estudo de caso em escolas públicas de Montes Claros/MG

2020 ◽  
Vol 15 (01) ◽  
pp. 330-350
Author(s):  
Welton Silva Ferreira ◽  
Marcos Esdras Leite
Keyword(s):  
High School ◽  
Public Schools ◽  
School Environment ◽  
Search Criterion ◽  
History Of ◽  
Training Resources ◽  
Teaching Learning ◽  
The City ◽  
State Schools

O presente estudo tem como finalidade, a investigação do conteúdo das geotecnologias no ensino médio em algumas escolas estaduais de Montes Claros-MG, com virtude na otimização e valorização desta área do conhecimento que compete ao ensino escolar, tendo em vista o avanço e acessibilidade dos meios tecnológicos aos estudantes, mas não há familiarização dos mesmos com esses meios no ambiente escolar. Aos professores, cabe considerar neste trabalho, a maneira como eles congregam o assunto proposto ao seu sistema de trabalho, analisando as possíveis dificuldades encontradas. Inicia-se o trabalho apresentando um breve histórico das geotecnologias e o seu desdobramento nos tempos vigente fazendo menção aos meios pedagógicos e de softwares voltados para a prática cartográfica. Metodologicamente serão acatadas como objeto e critério da pesquisa, cinco escolas estaduais localizadas no perímetro urbano da cidade. Posteriormente foi aplicado um formulário aos professores das referidas escolas, em modo de amostra, com intuito de acurar os entraves no processo de ensino-aprendizagem acerca da disciplina. Após a obtenção dos resultados verificou-se a capacidade de apreensão do conteúdo das geotecnologias e as arestas a serem aparadas no que tange o ensino. Palavras-chave: Geotecnologias; cartografia; ensino-aprendizagem; limitações.   GEOGRAPHIC TECHNOLOGIES IN HIGH SCHOOL: a case study in public schools of Montes Claros / MG Abstract The present study has as its purpose, the investigation of the content of geotechnology in high school in some state schools in Montes Claros, MG, with virtue in optimization and enhancement of this area of knowledge that it is the responsibility of the schools, with a view to the advancement and accessibility of technological resources for students, but there are familiarization themselves with these means in the school environment. For teachers, it is considered in this work, the way they associate the subject proposed to its system of work, analyzing the potential difficulties encountered. It begins the work by presenting a brief history of geotechnology and its deployment in times legislation making mention to the training resources and software designed for the practice mapping. Methodologically speaking will be taken as an object and search criterion, five state schools located within the city limits of the city. It was later applied a form to teachers of these schools, in order to sample, with a view to enhance obstacles in the teaching-learning process about the discipline. After obtaining the results it was found that the ability to apprehend the contents of geotechnology and the edges to be trimmed edges in the teaching. Keywords: Geotechnology; cartography; teaching-learning; limitations.   TECNOLOGÍAS GEOGRÁFICAS EN LA ESCUELA SECUNDARIA: un estudio de caso en las escuelas públicas en Montes Claros / MG Resumen El presente estudio tiene como objetivo, la investigación del contenido de geotechnologies en algunas escuelas secundaria estatales de Montes Claros, MG, con la virtud en la optimización y mejora de esta área de conocimiento que es responsabilidad de las escuelas, con miras a la promoción y la accesibilidad de los recursos tecnológicos para estudiantes, pero hay que se familiaricen con estos medios en el entorno escolar. Para los profesores, es considerado en este trabajo, la manera de asociar el tema propuesto para su sistema de trabajo, analizando las posibles dificultades encontradas. Comienza el trabajo presentando una breve historia de geotechnologies y su despliegue en tiempos legislación haciendo mención a los recursos de formación y software diseñado para la práctica ha cambiado. Metodológicamente hablando será tomado como un objeto y criterios de búsqueda, cinco escuelas estatales situadas dentro de los límites de la ciudad. Posteriormente se aplicó un formulario para los maestros de estas escuelas, a fin de muestra, con miras a acurar obstáculos en el proceso de enseñanza-aprendizaje acerca de la disciplina. Tras la obtención de los resultados se encontró que la capacidad de aprehender el contenido de geotechnologies y los bordes que va a recortar los bordes de la enseñanza. Palabras llave: Geotechnologies; cartografia; el proceso enseñanza-aprendizaje; limitaciones.

“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980

2020 ◽  
Vol 49 (2) ◽  
pp. 249-262
Author(s):  
Stephen James Jackson
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
South Australia ◽  
The South ◽  
Education Department ◽  
Content Type ◽  
Religious Teaching ◽  
Education Act ◽  
Religious Actors ◽  
State Schools

PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.

scholarly journals De la educación religiosa a la educación laica en el currículum oficial de instrucción primaria en México (1821-1917)

2017 ◽  
Vol 4 (2) ◽  
pp. 253
Author(s):  
Adelina Arredondo
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
School Curriculum ◽  
Primary Sources ◽  
Social Transformations ◽  
Legislative History ◽  
Secondary Sources ◽  
State And Society ◽  
Official Curriculum ◽  
History Of

The history of the curriculum is a window to observe the changes and permanences of the school and of the educational system as a whole and for understanding social transformations. The aim of this article is to explain how the curriculum of the primary school (Mexico of the nineteenth century) was changed from one centred on Catholic formation towards a secular curriculum. The school curriculum was one of the spearheads to build the state and society projects imagined by the different groups fighting for the control of power. I described how religious education was officially promoted, notwithstanding the political ups and downs that led to differentiate educational policies in federal systems and centralist regimes. Later, I explain how religious education was omitted from the official curriculum, replacing the space with courses of laic morals, with the consequent difficulty of introducing a new subject. Then I analyse how political circumstances led to a radicalization of liberal positions and to the prohibition not only of religious content, but also of symbols, rites and persons linked with religious vows. Finally, secular education, understood in a complex way, began to be demanded not only in public schools but also in private schools. Due to the nature of this article and the spatial limitations I have privileged the follow-up of the legislative history of education, based on primary sources and secondary sources for the understanding of the different contexts that determine this long journey.

scholarly journals Nationalism and Islam in Religious Learning: Optimization of Insan Kamil Character Building

2021 ◽  
Vol 7 (1) ◽  
pp. 42
Author(s):  
Yulia Rahman ◽  
Abdul Rahman Ritonga
Keyword(s):  
Public Schools ◽  
Qualitative Analysis ◽  
Religious Education ◽  
Civic Education ◽  
Research Method ◽  
Religious Nationalism ◽  
Learning Program ◽  
Sociological Approach ◽  
Religious Learning ◽  
Character Building

<p>This study aims to explain that religious learning held in public schools is able to instill the values of nationalism and Islam, thus forming the character of students of <em>insan kamil</em>. This theory refutes the opinion which states that religious education creates civic conflict and cannot be a complement to civic education. This research complements several previous studies by adding research on Rohis<em> </em>(spiritual learning program) as part of religious learning in public schools. The research method used is a mix-method research with qualitative analysis and a sociological approach. The conclusion of this study is that religious learning, both in terms of material and methodology, is able to instill the value of religious-nationalism. The internalization of the values of nationalism-religion is applied in PAI (Islamic) learning in the classroom which is guided by teachers, and religious learning in Rohis which is guided by mentors</p><em>Penelitian ini bertujuan untuk menjelaskan bahwa pembelajaran agama yang diselenggarakan di sekolah umum mampu menanamkan nilai-nilai nasionalisme dan Islam, sehingga membentuk karakter peserta didik yang insan kamil. Teori ini membantah pendapat yang menyatakan bahwa pendidikan agama berpotensi melahirkan konflik kewarganegaraan dan tidak mampu menjadi komplemen pendidikan kewarganegaraan. Penelitian ini melengkapi beberapa penelitian terdahulu dengan menambahkan penelitian pada pembelajaran Rohis sebagai bagian dari pembelajaran agama di sekolah umum. Metode penelitian yang digunakan adalah mix-method research dengan analisis kualitatif dan pendekatan sosiologi pendidikan. Kesimpulan penelitian ini adalah bahwa pembelajaran agama, baik dari segi materi dan metodologinya mampu menanamkan nilai nasionalisme-religius. Internalisasi nilai nasionalisme-religius ini diterapkan dalam pembelajaran PAI di kelas yang dibimbing oleh guru dan pembelajaran agama di Rohis yang dibimbing oleh para mentor</em>

scholarly journals Respon Masyarakat Terhadap Madrasah Takmiliyah Di Kabupaten Rejang Lebong

2018 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Syaiful Bahri
Keyword(s):  
Religious Education ◽  
Government Regulation ◽  
Formal Education ◽  
Religious Study ◽  
Field Research ◽  
National Education ◽  
National Education System ◽  
Religious Learning ◽  
History Of ◽  
The Government

Madrasah Diniyah Takmiliyah (MDT) is a non-formal education which is the solution of the lack of hours of religious study at school. The Historically, this solution is to accommodate the numerous demands of various elements of society that have been raised through; demonstrations, rallies, suggestions, and even pressure on the government. Madrasah education Diniyah Takmiliyah (MDT) in the history of education entirely an initiative of the Muslim community. The Unit MDT Education with a strong legal umbrella among such as;the provisions in the Act No. 20 of 2003 on National Education system, Government Regulation No. 55 of 2007 on Religious Education and Religious Education, Government Regulation No. 48 of 2008 concerning education funding , as well as the Minister of Religious Affairs regulation No. 13 of 2014 concerning Islamic Religious Education. In Kabupaten Rejang Lebong MDT are 15 institutions. Where the community's response to MDT is perceived as lacking, the management of MDT management is very simple and even tends to be traditional, the holding factor of MDT is strong enough and the factor of inhibiting the low awareness of the community and the difficulty of getting the fund, and the solution for the society to address the lack of religious learning hours at the majority school of apathetic parents religious learning outcomes at school, a small part of sending their children to the MDT, and a few more parents teaching their own children at home. This research is a field research associated with various existing literatures, the aims to contribute to the public as general, STAIN Curup, and Local Government Rejang Lebong Regency.

scholarly journals عروض مختصرة

2011 ◽  
Vol 16 (64) ◽  
pp. 222-211
Author(s):  
أسماء حسين ملكاوي
Keyword(s):  
New York ◽  
Islamic Law ◽  
Muslim Women ◽  
Islamic Theology ◽  
Islamic Movements ◽  
Islamic Tradition ◽  
History Of ◽  
The University ◽  
Relationship Of ◽  
The Impact

اليقيني والظني من الأخبار؛ سجال بين الإمام أبي الحسن الأشعري والمحدثين، حاتم بن عارف العوني، بيروت: الشبكة العربية للأبحاث والنشر، 2011م، 142 صفحة. الخطاب الأشعري؛ مساهمة في دراسة العقل العربي الإسلامي، سعيد بن سعيد العلوي، بيروت: منتدى المعارف، 2010م، 311 صفحة. الوسطية في السُّنة النبوية، عقيلة حسين، بيروت: دار ابن حزم، 2011م، 298 صفحة. مقالات في المرأة المسلمة والمرأة في الغرب، صلاح عبد الرزاق، بيروت: منتدى المعارف، 2010م، 144 صفحة. الإسلام والمرأة، سعيد الأفغاني، دمشق: دار البشائر للطباعة والنشر، 2010م، 144 صفحة. النساء العربيات في العشرينيات حضوراً وهوية، مجموعة من الباحثين، بيروت: مركز دراسات الوحدة العربية، 2010م، 574 صفحة. The Qur'an: Modern Muslim Interpretations, Massimo Campanini, USA: Routledge; 1 edition, 2010, 160 pages. Being Human in Islam: The Impact of the Evolutionary Worldview (Culture and Civilization in the Middle East), Damian Howard, USA: Routledge, 2011, 240 pages. The Relationship of Philosophy to Religion Today, Paolo Diego Bubbio and Philip Andrew Quadrio, UK- Cambridge Scholars Publishing; New edition, 2011, 240 pages. Early Islamic Theology: the Mu`tazilites and Al-ash`ari: Texts and Studies on the Development and History of Kalam (Variorum Collected Studies Series), Richard M. Frank (Author), Dimitri Gutas (Editor), UK: Ashgate Variorum, 2007, 400 pages. Hardship and Deliverance in the Islamic Tradition: Mu'tazilism, Theology and Spirituality in the Writings of Al-Tanukhi, Nouha Khalifa, UK: Tauris Academic Studies, 2010, 304 pages. Isma'ili Modern: Globalization and Identity in a Muslim Community, Jonah Steinberg, The University of North Carolina Press, 2011, 256 pages. Islam and Science: The Intellectual Career of Nizam Al-din Al-nisaburi, Robert G. Morrison, Routledge; 2011, 312 pages. God and Logic in Islam: The Caliphate of Reason, John Walbridge, Cambridge University Press, 2010, 228 pages. Muslim Women of Power: Gender, Politics and Culture in Islam, Clinton Bennett, London: Continuum, 2010, 256 pages. An Islam of Her Own: Reconsidering Religion and Secularism in Women's Islamic Movements, Sherine Hafez, New York: NYU Press, 2011, 208 pages. When Muslim Marriage Fails: Divorce Chronicles and Commentaries, Suzy Ismail, USA: amana publications; First edition, 2010, 136 pages. Women Under Islam: Gender, Justice and the Politics of Islamic Law, by Chris Jones-Pauly and Abir Dajani Tuqan UK: I. B. Tauris, 2011, 232 pages. Citizenship, Faith, and Feminism: Jewish and Muslim Women Reclaim Their Rights Jan Feldman, USA: Brandeis, 2011, 256 pages. للحصول على كامل المقالة مجانا يرجى النّقر على ملف ال PDF  في اعلى يمين الصفحة.

The Anthropology of Islamic Law

2019 ◽  
Author(s):  
Aria Nakissa
Keyword(s):  
Religious Education ◽  
Islamic Law ◽  
Theory And Practice ◽  
Legal Tradition ◽  
Legal Doctrine ◽  
Religious Texts ◽  
Religious Traditions ◽  
Study Circles ◽  
Depth Analysis ◽  
Religious Learning

This book shows how hermeneutic theory and practice theory can be brought together to analyze cultural, legal, and religious traditions. These ideas are developed through an analysis of the Islamic legal tradition, which examines both Islamic legal doctrine and religious education. In terms of disciplinary orientation, the book combines anthropology and Islamicist history, utilizing both ethnography and in-depth analysis of Arabic religious texts. The book focuses on higher religious learning in contemporary Egypt, examining its intellectual, ethical, and pedagogical dimensions. Data is drawn from over two years of fieldwork inside al-Azhar University, Cairo University’s Dār al-ʿUlūm, and the network of traditional study circles associated with the al-Azhar mosque. Together these sites constitute the most important venue for the transmission of religious learning in the contemporary Muslim world. Although the book gives special attention to contemporary Egypt, it provides a broader analysis relevant to Islamic legal doctrine and religious education throughout history.

Contemporary Qur'anic Studies in Iran and its Relationship with Qur'anic Studies in the West

2012 ◽  
Vol 14 (1) ◽  
pp. 45-72
Author(s):  
Morteza Karimi-Nia
Keyword(s):  
Islamic Law ◽  
Human Sciences ◽  
The West ◽  
Communications Technologies ◽  
Religious Learning ◽  
The Status ◽  
Islamic Republic Of Iran ◽  
Almost All ◽  
The Impact ◽  
The Relationship

The status of tafsīr and Qur'anic studies in the Islamic Republic of Iran has changed significantly during recent decades. The essay provides an overview of the state of Qur'anic studies in Iran today, aiming to examine the extent of the impact of studies by Western scholars on Iranian academic circles during the last three decades and the relationship between them. As in most Islamic countries, the major bulk of academic activity in Iran in this field used to be undertaken by the traditional ʿulamāʾ; however, since the beginning of the twentieth century and the establishment of universities and other academic institutions in the Islamic world, there has been increasing diversity and development. After the Islamic Revolution, many gradual changes in the structure and approach of centres of religious learning and universities have occurred. Contemporary advancements in modern sciences and communications technologies have gradually brought the institutions engaged in the study of human sciences to confront the new context. As a result, the traditional Shīʿī centres of learning, which until 50 years ago devoted themselves exclusively to the study of Islamic law and jurisprudence, today pay attention to the teaching of foreign languages, Qur'anic sciences and exegesis, including Western studies about the Qur'an, to a certain extent, and recognise the importance of almost all of the human sciences of the West.

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