Dealing with Religious Diversity: The Aims and Realities of Religious Education in Sweden

2014 ◽  
pp. 119-131
Author(s):  
Anders Sjöborg
Keyword(s):  
Religious Education ◽  
Religious Diversity

scholarly journals PERAN GURU DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERWAWASAN MULTIKULTURAL

MADRASAH ◽  
2013 ◽  
Author(s):  
Nur Fauziah
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Religious Diversity ◽  
Mutual Understanding ◽  
Mutual Trust ◽  
Religious Perspective ◽  
National Education ◽  
Cross Border ◽  
Living Together ◽  
Comprehensive Reform

<p>In the context of religious education, multicultural paradigm is the main foundation organizing of teaching and learning process. Religious education requires more than just curriculum transformation, it also changes in the religious perspective of an exclusive view into multicultural outlook, or at least to maintain the views and attitudes of an inclusive and pluralism. Realized or not, these groups are culturally and ethnically distinct advance religion, often the victims of racism and impact of the larger society. Therefore, Islamic religious education as a discipline which include the national education have a duty to inculcate awareness of the differences, considering Islam is the majority religion in Indonesia, the postscript is a multi religious country. Growing awareness of religious diversity, required in the new format in the Islamic religious education with teaching multicultural vision. Islamic religious education learning brings a multicultural vision of dialogic approaches to inculcate awareness of living together in diversity and difference. This learning is built on the spirit of equality relationships, mutual trust, mutual understanding and appreciating the similarities, differences and uniqueness, as well as interdepedensi. This is an innovation and an integral and comprehensive reform in charge of religious education that is free of prejudice, racism, ambiguous and stereotyping. Religious education provides recognition of multicultural vision of plurality, learning tool for cross-border encounters, and the indoctrination transform to dialogue.</p>

Exploring religions today: A quest for international knowledge transfer within the field of education for religious diversity

2021 ◽  
Vol 73 (1) ◽  
pp. 51-60
Author(s):  
Annette Deschner ◽  
Leslie J. Francis ◽  
Tania ap Siôn
Keyword(s):  
Young People ◽  
Knowledge Transfer ◽  
Religious Education ◽  
Primary Schools ◽  
Religious Diversity ◽  
Major Research ◽  
Research Project ◽  
International Knowledge ◽  
Pedagogical Principles

Abstract The Exploring Religions Today collection of curriculum resources, developed to support the statutory requirements in Wales for religious education in primary schools, was influenced by the findings from a major research project that explored the attitudes of young people toward religion and toward life within religiously diverse societies. The aim of this paper is to explore the key findings that emerged from that research, to analyse the pedagogical principles of these resources and to evaluate the possibilities of applying these to the 2016 curriculum for Protestant religious education in Baden-Württemberg.

Desain Program Pembelajaran Perspektif Keberagamaan Peserta Didik Sekolah Menengah Atas

2020 ◽  
Vol 2 (2) ◽  
pp. 141
Author(s):  
Khoirunnisa Shidqiyyah Zainab
Keyword(s):  
Religious Education ◽  
Qualitative Data ◽  
Human Life ◽  
Religious Diversity ◽  
Development Program ◽  
Analysis Method ◽  
Religious Development ◽  
Learning Programs

Adolescence was a period in human life whose age and role limits are often not very clear. From such phenomena, one of the tools that can prevent the occurrence of adolescent problems, either self-inflicted, parents and society in general was a steady and steady Islamic religious education, as well as fostering a healthy and commendable personality. The purpose of this article was  to analyze the students' religious development program that was a plan of activities, was used as a guide to make students able to practice their religious teachings well. This type of research was  descriptive qualitative. Data analysis method was used by using descriptive methods. The results show  that the implementation of religious programs in high school, seems to be more under the responsibility of the vice-principal of the student field, by looking at the data obtained, so many religious program activities to improve the quality of religious diversity of students in schools, either in the long term ( annual), monthly, weekly, and daily, which was a habituation activity. Keywords: Design of Learning Programs, Religious Programs 

Religious Education Between the Traditions

2018 ◽  
Author(s):  
Eboo Patel ◽  
Noah Silverman
Keyword(s):  
Religious Education ◽  
Religious Identity ◽  
Religious Pluralism ◽  
Religious Diversity ◽  
Relationship Building ◽  
Religious Communities ◽  
Rapid Rise ◽  
Modern Context ◽  
Building Activities ◽  
Interfaith Education

This chapter addresses how the continuity of individual and communal religious identity can be preserved in a modern context characterized by a rapid rise in religious diversity and a concomitant decline in traditional religious association. The chapter discusses various postures that religious communities can take in such a context. The authors advocate an intentional and engaged religious pluralism, achieved through “interfaith education.” This concept is defined and parsed into three activities in which religious communities should engage: developing a theology of interfaith cooperation, nurturing appreciative knowledge of shared values, and engaging in relationship-building activities. The chapter concludes with a brief consideration of how North American seminaries have been on the vanguard of adopting interfaith—sometimes referred to as multifaith or inter-religious—education.

scholarly journals O Ensino Religioso no Município de Cariacica - ES: O Processo de Construção das Diretrizes Curriculares e o Desafio de sua Implementação em Âmbito Escolar

2015 ◽  
Vol 7 (10) ◽  
pp. 37
Author(s):  
Eliane M. L. M. de Freitas
Keyword(s):  
Continuing Education ◽  
Religious Education ◽  
Professional Ethics ◽  
Religious Diversity ◽  
The Political ◽  
Curriculum Guidelines ◽  
Religious Teaching ◽  
Professional Profile

Resumo: Este artigo procura elucidar o processo de construção das Diretrizes Curriculares do Ensino Religioso do município de Cariacica – ES e como se tem dado o processo de implementação das mesmas em âmbito escolar. Objetiva esclarecer sobre o perfil do professor, que deve primar pelas diferentes percepções e compreensão do fenômeno religioso assim como a sua identidade epistemológica; o perfil profissional e formação continuada, no sentido de promover o Ensino Religioso não proselitista como prescreve a legislação em vigor. Destaca-se dessa forma o exercício da ética profissional e do respeito à diversidade cultural e religiosa a fim de pensar os possíveis caminhos que compõe a docência. Tem-se como intenção pensar os desafios que se interpõem no desenvolvimento da disciplina tais como: atrelar o Ensino Religioso ao projeto político pedagógico da escola, discutir sobre a falta de recursos didáticos nesta área. Palavras-chave: Ensino Religioso. Diretrizes Curriculares. Formação. Abstract: This paper aims to elucidate the process of building the Curriculum Guidelines of Religious Teaching in Cariacica – ES and how the process of its implementation was made. It tries to clarify the profile of the teacher who should excel by different perceptions and understanding of the religious phenomenon as well as its epistemological identity. Professional profile and continuing education must promote religious education not in a proselytizing way, as it is prescribed in the legislation. The paper highlights the exercise of professional ethics and respect for cultural and religious diversity in order to think possible paths involved in Religious Teaching. It intends to face the challenges involved in this Subject such as to link Religious Teaching to the political and pedagogical project of the school and to discuss the lack resources in this area.Keywords: Teaching Religious. Curriculum Guidelines. Continuing Education.

scholarly journals KONTRIBUSI PENYULUH AGAMA ISLAM SEBAGAI PENDIDIK NONFORMAL DALAM MENAMBAH WAWASAN KEBERAGAMAAN PADA MASYARAKAT KEC. TANETE RIATTANG BARAT KAB. BONE

2020 ◽  
Vol 16 (2) ◽  
pp. 196-205
Author(s):  
Sri Anugrah Indriani
Keyword(s):  
Religious Education ◽  
Direct Observation ◽  
Formal Education ◽  
Religious Diversity ◽  
Field Studies ◽  
Islamic Education ◽  
Community Environment ◽  
Interview Techniques ◽  
Community People ◽  
Insight Into

AbstractIslamic religious education is not only obtained at the level of formal education. Education in the community environment also contributes to the development of religious diversity in society. The presence of Islamic religious instructors as non-formal educators is the answer to the needs of educators for the community. People who come from various backgrounds have their own place to study Islamic education. This research uses field studies that directly involve the community, conduct interview techniques, collect data and direct observation in the field. The results of this study explain that the insights of religious diversity so far have been good. The use of various methods greatly influences the insights received by the community. Therefore, Islamic extension workers as non-formal educators also need to prepare themselves to face the challenges that exist in the community environment. Keywords: islamic religious instructor, insight into the diversity of society. 

Religionsunterricht in Ostdeutschland. Zu alten und neuen Herausforderungen

2020 ◽  
Vol 80 (1) ◽  
pp. 40-51
Author(s):  
Michael Domsgen ◽  
Frank M. Lütze
Keyword(s):  
Religious Education ◽  
Religious Diversity ◽  
East Germany ◽  
Point Of View ◽  
The Other ◽  
Religious Instruction ◽  
Individual School ◽  
The One ◽  
The Individual ◽  
Further Development

Abstract Religious education in East Germany is religious education in the plural. Different models stand side by side. Acceptance and structural anchoring in the individual school types also vary. Nevertheless, unifying challenges can be identified that need to be addressed. They make it clear that there is a need for a further development or readjustment of the models of religious instruction that on the one hand satisfies the positionality of religiosity, which is so important from the point of view of religious didactics, and on the other hand is capable of absorbing religious diversity and secularity on the part of students inside.

scholarly journals A Comparative Analysis of Religious Education in Europe and Educational Guidelines in the Framework of Interreligious dialogue and a Culture of Peace

2018 ◽  
Vol 9 (1) ◽  
pp. 47-56
Author(s):  
Luis Del Espino Díaz
Keyword(s):  
Comparative Analysis ◽  
Religious Education ◽  
Religious Diversity ◽  
Interreligious Dialogue ◽  
Human Beings ◽  
Social Equality ◽  
Starting Point ◽  
Different Types ◽  
Culture Of Peace ◽  
Globalized World

AbstractThe phenomenon of migration that typifies a globalized world has created a society characterized by cultural and religious diversity. This has led to different types of conflict. States cannot disregard the current situation, and so intercultural strategies that encourage interreligious dialogue aimed at building a culture of peace must be part of educational curricula. This article analyses the religious education implemented in most European states so that using this material as a starting point, educational guidelines and strategies can be developed to make religious education into a subject that can contribute to the welfare of all human beings in a globalized world, valuing cultural diversity and social equality.

Religious Education in the Public Schools

1998 ◽  
pp. 17-22 ◽  
Author(s):  
Julia J. Bartkowiak
Keyword(s):  
United States ◽  
Public Schools ◽  
Religious Education ◽  
United States Of America ◽  
Religious Beliefs ◽  
Religious Diversity ◽  
The United States ◽  
Parental Rights ◽  
Liberal State ◽  
The Public

Recently, several authors have cited traditional liberal principles to argue that religious education must be offered in public schools in the United States of America. These authors claim that exposure to a variety of religious beliefs and traditions is a necessary means to attaining the two goals of providing children with "open futures" and encouraging tolerance of religious diversity. This paper contends that these arguments are seriously flawed, and provides reasons which demonstrate that, in practice, these two goals cannot be accomplished by religion courses in the public schools. Additionally, mandatory religion courses in the public schools appear to be unconstitutional and infringe on parental rights and freedom of religion. Consequently, the goals of a liberal state are best achieved by not offering religious education in the public schools.

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