MODELS, DETERMINANTS AND TESTING OF CHILD TEMPERAMENT

The aim of the paper was to present five models explaining the structure of child temperament, to point to the determinants of child temperament as well as the methods and the importance of determining characteristics of child temperament types. The paper describes five models or theoretical approaches explaining the structure of child temperament, namely the models devised by Thomas and Chess (1950), Buss and Plomin (1984, 1986), Rothbart (1981), Campos et al. (1983), and by Kagan (1994). The characteristics of child temperament types are determined based on the assessment done by parents, educators or teachers by the means of a questionnaire or a structured interview, or by observation and physiological assessment in the natural environment (home or kindergarten) and in a laboratory. Questionnaires adapted to the aforementioned models and the age of children are most frequently used nowadays.

RELIGION IN THE THEORIES OF CLASSICAL SOCIOLOGY

As the science about society, from its very beginning, sociology has dealt with religion and its importance and function in a society. Social events and changes that have taken place in the area of Europe have contributed to bringing religion in the focus of many scholars, which shows that in the overall history of humankind it has been one of the unavoidable research topics. This research aimed at showing how classical sociologists (Comte, Marx, Durkheim and Weber) approached the phenomenon of religion. The stances of the aforementioned scholars are presented by the means of a method of theoretical analysis. The findings indicate that all scholars approach the phenomenon of religion differently. Thus, for instance Comte, as a founder of sociology, embodies a positivist discourse through which he promotes the universal theory of religion. Unlike his contemporaries, Durkheim, claims that religion is an unavoidable society factor and that it presents an essential condition for social integration. Contrary to Durkheim, Marx argues that religion is the alienation and opium of the ruling masses who use it to establish balance. Weber, adopting a systematic sociology approach to religion, analyses comparatively religious and social behavior, and claims that religion is a radical response to specific life situations.

TAFSIR AND QIRA'AT IMPLICATIONS OF THE 233rd AYAT OF SURAH AL-BEQARAH

Islam emphasizes the importance of marriage which is a prerequisite for forming a healthy family which, then, presents the foundation, the pillar, the basis of every society. Thus, marriage has a special place in Islam. However, it can also be exposed to various challenges and temptations which, ultimately, can disrupt relationships within the marriage. Unfortunately, we live in an age when divorces are becoming more and more common. Of particular concern is the attitude of believers towards divorce regulations. There are numerous men and women who, after marital disagreements, disregard the Shariah law and do injustice to both the spouse and the children. Qira'ats, as a published component of the Qur'anic text, played an important role in the theoretical specification of the Shariah norms contained in the text of the Qur'an. Also, they had a great influence on the establishment of methodological and legal principles by which they were derived. Although they differ in form, qira'ats are essentially tightly connected, which indicates their unique source and origin. Without contradiction and exclusivity, qira'ats support, clarify and interpret one another, which can be of great importance, especially for commentators on the Qur'an and Islamic jurists who derive specific Shariah regulations from them. This is an attempt to acquaint readers with this aspect of the interpretation of the Qur'anic text and the understanding of the God's messages by briefly reviewing the 233rd ayat of Surah Al-Baqarah and the qira'at versions applied in its teaching.

A TRADITIONAL APPROACH TO QIRA’ATS

The status of qira'ats in relation to the integral Qur'anic text has been the subject of disagreement among Islamic scholars. Some have identified qira'ats with the Qur'an, some have made a distinction between these two terms, whereas some have seen in them the relationship between a part and the whole. Various views on the emergence and role of qira'ats in the tradition of the reading of the Qur'an have affected different theoretical and practical approaches to this Qur'anic specificity. In this paper we attempted to present the most relevant approaches to the phenomenon of qira'ats, regardless of whether they are related to historical, legal, tafsir or linguistic context; the approaches reflecting the principles of Islamic teaching contained in the Qur'an and Sunnah, and which, as such, present valid guidelines to all those who speak or write about this topic.

QUALITY OF EDUCATORS’ ACTIVITIES AIMED AT ENCOURAGING PROPER SPEECH AND LANGUAGE DEVELOPMENT OF CHILDREN IN KINDERGARTEN

The paper is based on the idea that encouraging proper speech and language development is important for the overall children development. It has been determined that there are numerous methods and activities for encouraging speech and language development that educators can use in their work. The aim of this research was to investigate the educators’ attitudes towards the quality of their activities aimed at encouraging children’s proper speech and language development. We hypothesized that educators encourage children’s proper speech and language development, but that some aspects of their activities also discourage proper speech and language development. A descriptive-analytical survey method was used, while the data were collected by the means of a survey. The instrument used was a questionnaire for educators created for the purposes of this research. The sample comprised 27 educators employed in the Public Institution Preschool Education, Zenica. The findings showed that educators largely carry out activities aimed at encouraging proper speech and language development. However, the results related to their attitudes towards the activities aimed at encouraging and discouraging proper speech and language development indicated that, still, there are particular situations when some educators also carry out activities aimed at discouraging proper speech and language development.

MEDIA ARABIC LANGUAGE

Over time with the development of human society, besides communication, language started being used in other domains, the media being one of them. Language, as the main means of the media, and the media through which language is spread and popularized among people are closely related and complementary. Media Arabic, which appeared with the foundation of the first print media in the Arabic world, was additionally popularized with the foundation of the first radio and TV stations in that area. All the conditions and circumstances following the foundation and development of Arabic media affected the formation of media Arabic, so its three sources are: literary Arabic, colloquial Arabic and foreign languages. Literary Arabic gives it authenticity and currency, from colloquial language it has inherited simplicity, clarity, and preciseness, while the foreign element secures its actuality and modernity. Media Arabic constantly develops and, in that way, contributes to the development and update of language in general.

RELIGION IN DEBATES ABOUT THE EUROPEAN IDENTITY HARMONIOUS IMPLICIT MEANING OF A LEGISLATIVE TEXT (MEFHŪMU-L-MUVĀFEQA) IN THE SHAFI’I SCHOOL OF LAW

This paper discusses the Shafi’i school of law scholars’ theoretical interpretation of the harmonious meaning (mefhūmu-l-muvāfeqa) and the consequences of such interpretation on the ijtihad in that school, with respect to their interpretation of implicit meaning of a legislative text (delāletu-l-mefhūm). At the beginning of the paper the purpose and use of implicit meaning (delāletu-l-mefhūm) and its classification are explained, followed by the linguistic and terminological definition of the concept of mefhūmu-l-muvāfeqa in the Shafi'i school of law. Through the examples harmonious meaning and the methods of its indications are identified. It is also explained how the Shafi'i used mefhūmu-l-muvāfeqa in the argumentation of legal regulations. At the end of the paper, the value of mefhūmu-l-muvāfeqa indication and the legal power of the indication in the Shafi'i school of law are clarified.

EFFECTS OF CRITICAL THINKING DEVELOPMENT IN ISLAMIC RELIGIOUS EDUCATION CLASSES

The subject of this research was an investigation of critical thinking development in the classes of Islamic Religious Education. The aim of the research was to find out whether there is a statistically significant difference in the quality of school life, school climate and students’ participation in class activities between traditional classes and classes in which critical thinking development is promoted. We used an experimental method, a method of theoretical analysis, and a descriptive-analytical method, and a survey technique. The following instruments were employed: the Questionnaire on the Quality of School Life (Ainley & Bourke, 1992), ISC-S Inventory – the Estimate of School Climate (Brand, Felner, Shim, Seitsinger & Dumas, 2003) and the Questionnaire on Students’ Class Activities (Gentry, Gable & Ruzza, 2002). The research was conducted in two schools in the city of Zenica, one of which was an experimental group (elementary school Mak Dizdar, Zenica) and one a control group (Elementary school Musa Ćazim Ćatić, Zenica). The research sample comprised 300 6th and 8th grade elementary school students: 150 students in the experimental group and 150 in the control group. Both groups had 75 male and 75 female students. The research findings showed that the students in the classes in which critical thinking development was promoted had a statistically significantly better quality of school life, experienced better class climate and the better quality of class activities than those who attended traditional classes. These findings confirmed the importance of developing critical thinking in Religious Education and can be the basis for encouraging permanent education of all Islamic religion educators in terms of acquiring the competences for promoting critical thinking development in Religious Education classes.

RELATIONSHIP BETWEEN SOCIO-EMOTIONAL CLIMATE IN THE CLASSROOM AND STUDENTS’ SCHOOL SUCCESS

The paper deals with the issue of socio-emotional climate and students' school success, it attempts to point out their importance, as well as to explicate particular aspects and dimensions of these two concepts, with a special emphasis on the investigation of their interconnection. The aim of the research is to determine the relationship between socio-emotional climate and students' school success in elementary schools in the municipality of Ilijaš. This research, based on the survey conducted among both students and teachers, will provide us with the interpretation of students' and teachers' beliefs about socio-emotional climate and school success among ninth grade elementary school students in the municipality of Ilijaš. Moreover, the main factors influencing socio-emotional climate and students' school success will be identified. The findings indicate that there is a correlation (Pearson coefficient .643) between school success and socio-emotional climate in the classroom. This correlation coefficient shows that the impact of school success on socio-emotional climate in the classroom becomes stronger as the students' numerical success increases.

ACTUALITY OF SOCIAL CRITICISM IN HASAN KAFI’S WORK USULUL-HIKEM FI NIZAMI AL-ALEM

Hasan Kafi Pruščak is one of the greatest scholars coming from Bosnia and Herzegovina. He was educated in Prusac, Sarajevo and Istanbul. He served in several places as a kadi and muderris. He participated in a few crusades and battles. He wrote 20 works among which the most famous, the most rewritten and the most commented is the work under the title Usul-ul-hikem fi Nizami Al-alem – Principles of Wisdom for the Order of the World. Although not being too extensive, the work has been assessed as very valuable – and for it the author received the award personally from the Sultan and the Court at that time. In this critically oriented work – which differentiates it from similar literature produced by Gazali and other earlier scholars, the author presents his observations through which he identifies the main problems of the society and the country at the time in the following forms: social injustice, incompetence of people in high places, nonexistence of social and Islamic agreement and counseling, technical, technological and general backwardness of Muslims in comparison to their enemies (even at that time), corruption and nepotism, the downfall of personal and social morality standards… This work is important to us for several reasons. One of them is that this work can be considered and read in the contemporary context as an excellent social criticism and compared with the present since social deviations emphasized there (present at his time, i.e. 400 years ago!) are present nowadays among Muslims, in addition to other challenges and problems we face.