Towards a common ground: Arab versus Western views about challenges of Islamic religious education curriculum of the twenty-first century

2014 ◽  
Vol 45 (6) ◽  
pp. 953-977 ◽  
Author(s):  
Hazem Rashed
Author(s):  
Timothy Doyle ◽  
Dennis Rumley

In the twenty-first century, the Indo-Pacific region has become the new centre of the world. The concept of the ‘Indo-Pacific’’, though still under construction, is a potentially pivotal site, where various institutions and intellectuals of statecraft are seeking common ground on which to anchor new regional coalitions, alliances, and allies to better serve their respective national agendas. This book explores the Indo-Pacific as an ambiguous and hotly contested regional security construction. It critically examines the major drivers behind the revival of classical geopolitical concepts and their deployment through different national lenses. The book also analyses the presence of India and the US in the Indo-Pacific, and the manner in which China has reacted to their positions in the Indo-Pacific to date. It suggests that national constructions of the Indo-Pacific region are more informed by domestic political realities, anti-Chinese bigotries, distinctive properties of twenty-first century US hegemony, and narrow nation-statist sentiments rather than genuine pan-regional aspirations. The book argues that the spouting of contested depictions of the Indo-Pacific region depend on the fixed geostrategic lenses of nation-states, but what is also important is the re-emergence of older ideas—a classical conceptual revival—based on early to mid-twentieth century geopolitical ideas in many of these countries. The book deliberately raises the issue of the sea and constructions of ‘nature’, as these symbols are indispensable parts of many of these Indo-Pacific regional narratives.


2019 ◽  
Vol 116 (2) ◽  
pp. 233-239
Author(s):  
Jennifer Garcia Bashaw

Luke designed the narrative of Luke 7:36–50 in a way that heightens the tension for his first-century audience. The polarity emphasized in the narrative—a sinful woman at a Pharisee’s dinner table—corresponds well to the experience of first-century Christians who share meal fellowship with a diverse range of Christ-followers. This expository retelling highlights elements in the structure and rhetoric of Luke’s storytelling in order to help twenty-first-century readers of this passage understand how early hearers would have experienced the story.


2021 ◽  
pp. 275-278

This chapter addresses Holocaust Education in Primary Schools in the Twenty-First Century (2018), a collection of essays on Holocaust education. The volume is organized into four parts. Part I looks at the impact of teaching the Holocaust to primary school students, highlighting the absence of empirical studies on Holocaust learning in the early grades. Part II considers pedagogical approaches toward teaching about the Holocaust in primary schools, arguing that successful teaching approaches for young pupils are those based on survivors' testimonies or on interdisciplinary and cross-curricular approaches involving literacy and art and religious education. Meanwhile, the third section of the book consists of five essays dealing with encountering the Holocaust in museum settings. The final section focuses on student perspectives. Collectively, the contributions in this volume point to the importance of narrative: namely, personal stories through which historical events and their impact on individuals can be explored.


2014 ◽  
Vol 14 (1) ◽  
pp. 181
Author(s):  
Mukhibat Mukhibat

<p><strong>Abstract:</strong> <em>The beginning of twenty first century marks the proliferation of salafi-haraki Islamic boarding schools (pesantren) that blatantly reveals their distinctive thoughts, ideology and movement. These pesantrens advance puritan and literal-textual-fundamental understandings of Islam that potentially endanger the unity of Indonesia as a plural nation-state. The government must not only review the contents, materials and curriculum taught in radical pesantrens but also pay a close attention to their leaders’ and teachers’ methods and approaches to religious education both in class and beyond. This article offers strategies to develop Islamic school so it will not turn to be radical. This article argues that in order to preserve a very basic natural character of Indonesian pesantren, as a place to seed peace and tolerance, salfi-haraki pesantrens must integrate the values of multiculturalism and pluralism into their curriculum. This can be done by translating, assimilating and transforming work on pluralism. The values of pluralism will decimate the seeds of radicalism and fundamentalism and are transformed into agendas and activities, such as regular meeting, religious gathering and informal discussion as part of indirect teaching.</em></p>


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