scholarly journals ANTARA TRADISIONALIS DAN MODERNIS: PEMIKIRAN PENDIDIKAN K.H. AHMAD DAHLAN

Ta dib ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 75
Author(s):  
Kasmuri Selamat
Keyword(s):  
Twentieth Century ◽  
Education System ◽  
The Other ◽  
Islamic Education ◽  
Education Systems ◽  
Islamic World ◽  
Western Education ◽  
Early Twentieth Century ◽  
Islamic Faith

The early twentieth century Islamic education was not firmly looking into the aspect of knowledge. What the Islamic world have seen for centuries is the practice of separation between faith, knowledge and intellectualism. In other words, the education system professed a dualism which was without precedence in the Islamic world. Both of the education systems had their own weakness. Under the western education systems the Islamic World practiced a type of education which more emphasized the aspects of intellectualism, which is more towards materialism rather than faith. While the other which is more traditional, developed the aspect of faith and eternity. The Islamic faith suggest its followers to have such belief that if great efforts are made, they will gain bliss and happiness in life and in hereafter. These orientations and basic foundations are also being practiced in the Islamic World. Fulfilling the above aspiration, K.H. Ahmad Dahlan (1923 AD) and his Muhammadiyah organization moved ahead aiming their goals at developing and innovating the education system of Indonesia in particular. He integrated the teaching of Islam and its culture, with the inclusion of the acquisition of knowledge according to the Islamic way.

Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

The major educational policies, models and ideas that have influenced Botswana’s education system

2018 ◽  
Vol 17 (3) ◽  
pp. 370-382 ◽  
Author(s):  
Mompoloki Mmangaka Bagwasi
Keyword(s):  
Education System ◽  
Educational Policies ◽  
Education Systems ◽  
Colonial Era ◽  
Western Education ◽  
Educational Thinking

Botswana’s education system, like many other African systems, is greatly influenced by western educational ideas and models. This article reviews Botswana’s education system by examining the policies, models and ideas that have influenced its development. Specifically, the review involves tracing the development of the education system of Botswana from the pre-colonial era to the present and highlighting the educational ideas and models in use at each stage. Since most of the educational ideas are based on western models, the article seeks whatever Platonic underpinnings that might belie these ideas. This is because Plato is considered to be one of the greatest thinkers of all time whose ideas on education are pervasive. His ideas have influenced western education systems as well as modern intellectual and educational thinking.

Magic, Modernity, and Orientalism: Conjuring representations of Asia

2014 ◽  
Vol 48 (6) ◽  
pp. 1451-1476 ◽  
Author(s):  
CHRISTOPHER GOTO-JONES
Keyword(s):  
Twentieth Century ◽  
The Other ◽  
Technical Competence ◽  
Politics Of Knowledge ◽  
Early Twentieth Century ◽  
Historical Phenomenon ◽  
Stage Magic ◽  
Magic Circle

AbstractThis article inquires into the cultural and political nexus of secular (stage) magic, modernity, and Orientalism at the turn of the twentieth century. It argues that these three arenas interacted in important and special ways to both shape and reflect the politics of knowledge of the period. In doing so, it draws attention to the ways in which secular magic has been overlooked as a historical phenomenon and highlights its utility in furthering our understanding of the great problematics of modernity and Orientalism; in particular, it suggests that magic actually provides an unusually vibrant and clear lens through which to view the politics of the Other and through which to explore issues of tradition and the modern.Focusing on two historical cases—the ‘Indian Rope Trick’ challenge issued by the Magic Circle in the 1930s and the astonishing ‘duel’ between the ‘Chinese’ magicians Chung Ling Soo and Ching Ling Foo in 1905—this article considers the ways in which discourses of origination, popular ideas about esotericism and the ‘mystic East’, and questions of technical competence interacted and competed in the culture politics of the early twentieth century.

scholarly journals KRISIS DISIPLIN PENDIDIKAN ISLAM: ANTI PLURALISME

2019 ◽  
Vol 7 (2) ◽  
pp. 61-86
Author(s):  
Zainal Lutfi
Keyword(s):  
Education System ◽  
National Curriculum ◽  
Point Of View ◽  
The Other ◽  
Normative Belief ◽  
Islamic Education ◽  
Education Curriculum ◽  
Curriculum Model ◽  
Other Hand ◽  
The World

This article discusses the problem of Islamic education from a theological and sociological point of view. The emergence of normative and verbalist Islamic education curriculum distorts the universality of Islam. Islam that is contextual in space and time, always in contact with sociological aspects, should be understood as something that can change its partiality dynamics continuously, even though there is a universal thing that is maintained as a normative belief. On the other hand, the failure of education to produce educational output that is dignified and virtuous has caused some people to distrust the world of education in developing the character and ethics of children. The vote of disbelief is getting stronger with the emergence of the National curriculum model which gives a greater portion of general subjects than religious subjects. This paper is a criticism of the development of the world of education in Indonesia, with the hope that education stakeholders make changes to the education system and the applicable curriculum.

Moon Lake’s Orphans and “The Other Way to Live”

2019 ◽  
pp. 79-102
Author(s):  
Jean C. Griffith
Keyword(s):  
Twentieth Century ◽  
Child Welfare ◽  
Welfare Policy ◽  
The Other ◽  
American Democracy ◽  
Child Welfare Policy ◽  
Early Twentieth Century ◽  
Rank One ◽  
Poor Children ◽  
Moon Lake

This essay examines the roles the character Easter in “Moon Lake” plays in the context of early-twentieth-century debates about the roots of poverty and society’s level of responsibility to poor children. By placing the focus of the story not on Easter but on the genteel Morgana girls’ shifting attitudes about her, Welty illustrates the ways child welfare policy was shaped by conflicting attitudes, whereby sympathy for innocent children coexisted with scorn for their parents. Assuming that Easter lives outside the boundaries that mark their own places in Morgana’s gendered, class-bound, and racially-segregated society, Jinny Love Stark and Nina Carmichael imagine the “orphan” to embody a womanhood untethered by race or rank, one, perhaps, more representative of American democracy. Ultimately, though, the girls come to see that Easter’s status as an orphan makes her more marked by and vulnerable to the violence and oppression that shape the South’s racial patriarchy.

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2019 ◽  
pp. 60-76
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

New Asian Races, New Mixtures, and the “Mexican” Race

2017 ◽  
Author(s):  
Paul Schor
Keyword(s):  
Twentieth Century ◽  
The Other ◽  
Racial Classification ◽  
Racial Categorization ◽  
Early Twentieth Century ◽  
The Us ◽  
European Immigrants ◽  
The One ◽  
Us Census

This chapter discusses changes in racial categorization in the early twentieth century with respect to the US census. Whenever there was a question of the racial classification of new populations, whether in the continental United States or in the territories acquired since 1867, the census always relied on the principles and techniques developed since 1850 to distinguish blacks from whites. Chief among these was the principle of hypodescent, in more or less rigid forms. However, the early twentieth century saw change occurring in two directions: on the one hand, the racialization of a growing number of non-European immigrants and their descendants; on the other, the weakening of the distinctions between the descendants of European immigrants. The remainder of the chapter details the disappearance of the “mulatto” category and the introduction and forcible elimination of the “Mexican” category.

Macrofractures on bone-tipped arrows: analysis of hunter-gatherer arrows in the Fourie collection from Namibia

Antiquity ◽  
2012 ◽  
Vol 86 (334) ◽  
pp. 1179-1191 ◽  
Author(s):  
Justin Bradfield
Keyword(s):  
Twentieth Century ◽  
The Other ◽  
Early Twentieth Century ◽  
The One ◽  
Similar Kind

Bone points of two types, the one thin and poisoned and the other robust and not poisoned, are examined in this study of impact fractures. The bone points seem to have had similar experiences to stone points, producing fractures of a similar kind. Most of the fractures in the historical collection examined were caused by impacts. However, this early twentieth-century collection is not thought to be representative of contemporary fracture frequencies that occurred in hunting.

scholarly journals RINTISAN AWAL PENDIDIKAN MUHAMMADIYAH DI SUMATERA BARAT TAHUN 1925-1939

2019 ◽  
Vol 5 (1) ◽  
pp. 23-41
Author(s):  
Fandy Aprianto Rohman ◽  
Mulyati Mulyati
Keyword(s):  
Qualitative Analysis ◽  
Causal Relationship ◽  
Education System ◽  
Islamic Education ◽  
The Public ◽  
Analysis Techniques ◽  
Islamic Faith ◽  
Relationship Of ◽  
Initial Process

Muhammadiyah pada awalnya hanya berkembang di wilayah Pulau Jawa saja, namun dalam waktu cepat dapat menyebar ke seluruh Indonesia, termasuk ke Sumatera Barat. Pada tahun 1925, Syekh Abdul Karim Amrullah membawa perserikatan ini ke Sumatera, tepatnya di Maninjau, Sungai Batang, Sumatera Barat. Dari sinilah Muhammadiyah semakin berkembang ke seluruh Sumatera. Penelitian ini menganalisis dan mendeskripsikan proses awal mula Muhammadiyah muncul di Sumatera Barat hingga usaha-usaha yang dilakukan Muhammadiyah untuk mengembangkan gagasan pembaruan. Adapun penelitian ini menggunakan teknik analisa kualitatif, yaitu analisa yang didasarkan pada hubungan sebab-akibat dari fenomena historis pada cakupan waktu dan tempat. Hasil penelitian menunjukkan bahwa daya tarik Muhammadiyah di Sumatera Barat terletak pada gerakan pemurnian Islam, terutama dalam bidang pendidikan. Muhammadiyah memperbarui sistem pendidikan Islam di Sumatera Barat dengan tujuan mendidik masyarakat agar menghindari hal-hal yang bertentangan dan menyimpang dari akidah Islam. Muhamadiyah initially only developed in the island of Java, but soon it could spread throughout Indonesia, including West Sumatera. In 1925, Syekh Abdul Karim Amrullah brought this organization to sumatera, precisely in Maninjau, Sungai Batang, West Sumatera. From this, Muhammadiyah increasingly developed throughout Sumatera. This study analyzes and describes the initial process of Muhammadiyah appearing in West Sumatera until the efforts made by Muhammadiyah to develop renewal ideas. The research uses qualitative analysis techniques, namely analysis based on causal relationship of historical phenomena in the scope of time and place. The result of the study indicate that the appeal of Muhammadiyah in West Sumatera lies in the Islamic purification movement, especially in the field of education. Muhammadiyah renewed the Islamic education system in West Sumatera with the aim of educating the public to avoid things that are contrary and deviate from the Islamic faith.

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