Transmission of Values in Muslim Countries: Religious Education and Moral Development in School Curricula

2007 ◽  
pp. 119-134 ◽  
Author(s):  
Rukhsana Zia
Keyword(s):  
Moral Development ◽  
Religious Education ◽  
Muslim Countries ◽  
Transmission Of Values ◽  
School Curricula

Secular Reasons for Confessional Religious Education in Public Schools

Daedalus ◽  
2020 ◽  
Vol 149 (3) ◽  
pp. 119-134
Author(s):  
Winfried Löffler
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Rule Of Law ◽  
Religious Communities ◽  
Religious Groups ◽  
The Rule Of Law ◽  
Opting Out ◽  
Cultural Importance ◽  
The Stability ◽  
School Curricula

The cultural importance of religion and its ambiguous potential effects on the stability of liberal democracy and the rule of law recommend including information about religions in public school curricula. In certain contexts, there are even good secular reasons to have this done by teachers approved by the religious communities for their respective groups of pupils, as is being practiced in various European states (with a possibility of opting out, with ethics as a substitute subject in some schools). Is this practice compatible with the religious neutrality of states? An illustrative analysis shows how suitable criteria for the admission of religious groups to offering religious education can block the objection of undue preference. Like any solution in this field, it is not immune to theoretical and practical problems.

scholarly journals PERAN GURU PENDIDIKAN AGAM ISLAM DALAM PEMBINAAN AHLAK SISWA DI SEKOLAH MENENGAH PERTAMA AL – AZHAR PAGELARAN

2019 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Alif Achadah
Keyword(s):  
Moral Development ◽  
Qualitative Methods ◽  
Religious Education ◽  
School Environment ◽  
Human Life ◽  
Islamic Education ◽  
Important Thing ◽  
Education Personnel ◽  
Role Of Teachers

AbstractEducation is a very important thing in human life. When talking about education, it is inseparable about education personnel called teachers. Therefore in this study discussed about the role of teachers of Islamic religious education which is basically a forum for fostering student morals when the students are in the school environment. This study uses qualitative methods that basically collect data from interviews, observations, and observations. With this method it is considered very good for this research so that it can answer the problem. The teacher at this school is very cooperative in improving student morals both at school and outside school. Keyword: Role, Teacher Islamic Education, Moral Development AbstrakPendidikan merupakan hal yang sangat penting dalam kehidupan manusia. Ketika bicara tentang pendidikan, tak dapat dipisahkan tentang tenaga pendidikan yang disebut dengan guru. Oleh sebab itu dalam penlitian ini dibahas tentang peran guru pendidikan agama islam yang dasarnya adalah untuk wadah membina akhlak siswa ketika siswa tersebut dalam lingkungan sekolah.  Penelitian ini menggunakan metode kualitatif  yang pada dasarnya mengumpulkan data dari wawancara, pengamatan, dan observasi.  Dengan metode tersebut dirasa sangat baik untuk penelitian ini sehingga dapat menjawab permasalahan. Guru disekolah ini sangat kooperatif dalam meningkatkan akhlak siswa baik ketika di sekolah amupun diluar sekolah. Kata Kunci: Peran, Guru PAI, Pembinaan Akhlak 

An Aboriginal Studies Program For Year 11

1988 ◽  
Vol 16 (2) ◽  
pp. 17-42
Author(s):  
Patricia Blundell
Keyword(s):  
High School ◽  
Decision Making ◽  
Moral Development ◽  
Religious Education ◽  
Moral Issues ◽  
Personal Decision

To situate the Aboriginal Studies program I am designing, I would need to say that in a Year 11 course in Religious Education at a Catholic Girls’ Independent (non-systemic) High School in Brisbane, the Semester 2 area is Morality and Justice and involves a consideration of personal decision making, understanding stages of moral development, individual/personal moral issues and social, moral and justice issues. (I should add that the school is almost totally non-Aboriginal although it is multi-ethnic to the extent that it runs ESL classes at each year level).

The 21st-century impact of European Muslim minorities on ‘Official Islam’ in the Muslim-majority world

2014 ◽  
Vol 40 (4-5) ◽  
pp. 449-458
Author(s):  
Jonathan Laurence
Keyword(s):  
Religious Education ◽  
Civilian Control ◽  
Religious Schools ◽  
Public Servants ◽  
The Past ◽  
Muslim Countries ◽  
Majority World ◽  
Muslim Majority ◽  
Religion And State ◽  
Muslim Minorities

The article argues that the growth of religious service provision directed at the Muslim diaspora in Europe has led to greater professionalization and pluralism within the Islam state in Muslim countries. Contemporary Muslim governments have claimed a monopoly over public prayer and religious education and have heavily invested in a network of infrastructure and services – the Islam state. The recent breakthrough of Islamist parties into governments in Turkey and across North Africa poses a challenge to the continued ‘civilian control’ over religion. What will become of the enormous Islamic Affairs ministries that Islamist parties have inherited – the hundreds of thousands of public servants of state Islam across the region, the tens of thousands of mosques and thousands of religious schools? Liberals demand the abolition of the Islam state because it violates the separation of religion and state; Islamists detest it for its repressive qualities. Despite progressive liberalization, governments in the past decade have not sought disestablishment, and have instead increased the resources and policing of state-run religion. I draw on the experience of Muslim governments in the competitive field of state–Islam relations in European countries to explain the modest beginnings of reform of the official religion apparatus in Muslim-majority countries.

scholarly journals Kako učenici ocenjuju doprinos pojedinih elemenata verske nastave njihovom moralnom razvoju

2021 ◽  
Vol 34 (2) ◽  
pp. 162-173
Author(s):  
Ninoslav Kačarić
Keyword(s):  
Moral Development ◽  
Religious Education ◽  
Information And Communication Technologies ◽  
Holy Spirit ◽  
Primary Schools ◽  
Communication Technologies ◽  
Moral Formation ◽  
8Th Grade ◽  
The Holy Spirit ◽  
Information And Communication

The paper presents findings on the contribution of elements of religious education to moral development, in assessments of students who attend religious education, Orthodox Christians in Serbia (sample of 446 respondents representing the 7th and 8th grade of primary schools, and the 3rd and 4th grade of secondary schools). The aim of the research was to assess the assessment of students in which ways - elements of religious education contribute to the moral development. It was assumed that students have a positive opinion about the contribution of religious education to the moral development, as well as that the ways of conducting religious education, personality and approach in communication of religious education teachers (religious teachers) are important factors of moral development, and that religious education has significant place factors of moral development. Method applied in this study is systematic non-experimental observation and correlation analysis, by which were evaluated and interpreted data collected by questionnaire constructed for the occasion - students expressed their opinion on what contributed the most to their moral formation in terms of age in the faith. Among the important results are: The personality of religious teacher is of great importance and its contribution depends on his knowledge of the content transmitted to the students, and on interesting ways of teaching, by visiting Temples of the Holy Spirit and participation in church worship, while information and communication technologies are less significant. Practical pedagogical implications of these results are devoting special attention to personnel potential of religious teachers.

scholarly journals Problematyka programów nauczania religii w szkole powszechnej i gimnazjum ogólnokształcącym na łamach „Miesięcznika Katechetycznego i Wychowawczego” w latach 1932-1939

2018 ◽  
pp. 217-240
Author(s):  
Roman Ceglarek
Keyword(s):  
Middle Schools ◽  
Religious Education ◽  
Educational System ◽  
Information Sources ◽  
Board Of Education ◽  
National Board ◽  
Common Schools ◽  
Educational Changes ◽  
School Curricula

The educational changes launched in Poland in 1932 included the establishment of new types of schools, such as seven-year common schools and four-year middle schools. Therefore, there was a need for school curricula that would correspond to the new educational system. The National Board of Education first prepared the preliminary drafts and subsequently passed the school curricula. The Catechetic and Pedagogical Monthly analyzed them over the span of the 1930s. Not only the analyses and their results were published in the magazine, but also the contents of the curricula. That is why in pre-war Poland this Catholic periodical became one of the most important information sources on school curricula of religious education. Moreover, it was a source from which successive syllabuses were derived.

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