Education as Formation: Religious Education Theory as a Source for Educational Practice

1997 ◽  
Vol 24 (1) ◽  
pp. 19-22
Author(s):  
Michael P. Horan
Keyword(s):  
Religious Education ◽  
Educational Practice ◽  
Education Theory

scholarly journals Psychological and pedagogical competence of parents raising children included in joint education: theory and practice of research

2019 ◽  
Vol 70 ◽  
pp. 10010 ◽  
Author(s):  
Elena Slusareva ◽  
Anna Kabushko ◽  
Aleksej Dontsov
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Educational Practice ◽  
Theory And Practice ◽  
Raising Children ◽  
Theoretical Approaches ◽  
Education Theory ◽  
Pedagogical Competence ◽  
Definition Of ◽  
Primary School Age

The article presents theoretical approaches and an empirical study of the problem of psychological and pedagogical competence of parents of children included in joint education as conditions for the effective implementation of inclusive educational practice. Theoretical approaches to the definition of «psychological and pedagogical competence of parents», its structural components and their content, due to the specifics of joint education of children with different psychophysiological status, are considered. The results of an empirical study of the psychological and pedagogical competence of parents of two groups are presented: parents of children of primary school age with normal psychophysical development and parents of children with disabilities included in joint (inclusive) education. The reliability of the research results is due to the use of a complex of methods of theoretical and empirical research, the representativeness of the sample: 354 parents raising children included in joint education.

scholarly journals SISTEM PEDAGOGI DALAM CERITA BHAGAWAN DHOMYA LAWAN SISYANIRA (PERSPEKTIF PENDIDIKAN AGAMA HINDU)

2017 ◽  
Vol 1 (2) ◽  
pp. 197
Author(s):  
Komang Pusparani
Keyword(s):  
Religious Education ◽  
Educational Practice ◽  
Educational Environment ◽  
Paddy Fields ◽  
Educational Goals ◽  
Learning Approach ◽  
Educational Tools ◽  
Student Centered ◽  
Student Centered Learning

<em>The Bhagawan Dhomya Lawan Sisyanira story is part ofAdi Parwa. The story is reflection of the interrelationship between pedagogical components, such as: educational goals, educators, learners, educational tools and educational environment, which form a system in educational practice called pedagogy system. Education components of Bhagawan Dhomya Lawan Sisyanira’s storydirected to student centered learning, which a test of obedience and devoted of  Bhagawan Dhomya’s students, namely Sang Arunika tested by paddy fields, Sang Utamanyu tested by shepherds cows and Sang Weda tested by providing dishes in the kitchen. The exam given by Bhagawan Dhomya to his students has been concerned about the nature of learners as the subjects and also educational objects. Therefore, students are directed to adapt and interact with the environment, but still pay attention to the components of pedagogy, so the education can be well done and Hindu religious ecaducation values in Bhagawan Dhomya Lawan Sisyanira’s story relevant to applied as guidance in the implementation of education. Based on the explanation, the purpose of this paper is to describe the pedagogy system, learning approach and Hindu religious education values in Bhagawan Dhomya Lawan Sisyanirastory</em>

scholarly journals Street Children Religious Education Using an Interactional Education Approach

2021 ◽  
Vol 5 (1) ◽  
pp. 71-80
Author(s):  
Machfudzil Asror ◽  
Achmad Wahyudi
Keyword(s):  
Religious Education ◽  
Street Children ◽  
Field Research ◽  
Educational Process ◽  
Theory And Practice ◽  
Data Matrix ◽  
Public Places ◽  
Traffic Lights ◽  
Education Theory ◽  
Social Entities

According to the Islamic viewpoint, if someone wants happiness in the world and hereafter then that person must have knowledge and to gain knowledge someone must undergo an educational process including religious education. Education that seeks to make Islamic teachings a way of life for a person. Street children are social entities with social disabilities, namely people with welfare problems whose daily activities are to earn income or beg at crossroads and traffic lights. Their religious education is often neglected. Therefore, through an interactional education approach, it is hoped that street children can learn Islam through the theory and practice directly in their activities on the streets and public places. This research is a field research which the required data is extracted from the field. This research used descriptive qualitative method. The subjects of this research are street children in Sidoarjo regency and related agencies such as the Social and Labor Office, the Education Office and the Ministry of Religion of Sidoarjo Regency. Street children who are the targets of this study are children aged 18 years and under, both boys and girls who live on the streets. The object of this research is religious education of street children in Sidoarjo regency. The data that will be explored in this research are those related to religious education in street children in Sidoarjo district which includes: First, the characteristics of street children in Sidoarjo regency. Second, the background to be street children. Third, the form of religious education carried out in the street children’s community. Fourth, institutions involved in the religious education process of street children. Fifth, religious practices carried out by street children. Sixth, obstacles in implementing religious education in street children communities. The data collected in this research were collected through the interview, observation and documentation techniques. After the data has been collected using these various techniques, the data obtained is collected and described in a data matrix. The data in this study were analyzed using interactive model analysis techniques. By religious education based on interactional education theory, street children can learn Islam by way of theory and direct practice in their activities on the streets and public places, for example: reciting the holy Qur’an and rowatib prayer, habituation of manners in speech (permission and thanking expressions) every time you interact with everyone, throw garbage in its place and so on.

Education, philosophy of

2018 ◽  
Author(s):  
Randall R. Curren
Keyword(s):  
Philosophy Of Education ◽  
Educational Practice ◽  
Educational Theory ◽  
Educational Aims ◽  
Knowledge Domains ◽  
Aims Of Education ◽  
Education Theory ◽  
Political Dimensions ◽  
And Mathematics ◽  
Learning Development

The philosophy of education is primarily concerned with the nature, aims and means of education, and also with the character and structure of educational theory, and its own place in that structure. Educational theory is best regarded as a kind of practical theory which would ideally furnish useful guidance for every aspect and office of educational practice. Such guidance would rest in a well-grounded and elaborated account of educational aims and the moral and political dimensions of education, and also in adequate conceptions and knowledge of teaching, learning, evaluation, the structure and dynamics of educational and social systems, the roles of relevant stake-holders and the like. Philosophers of education often approach educational issues from the vantage points of other philosophical sub-disciplines, and contribute in a variety of ways to the larger unfinished project of educational theory. These contributions may be divided into work on the nature and aims of education, on the normative dimensions of the methods and circumstances of education, and on the conceptual and methodological underpinnings of its methods and circumstances – either directly or through work on the foundations of other forms of research relied upon by education theory. Philosophical analysis and argument have suggested certain aims as essential to education, and various movements and branches of philosophy, from Marxism and existentialism to epistemology and ethics, have suggested aims, in every case controversially. Thus, one encounters normative theories of thought, conduct and the aims of education inspired by a broad consideration of epistemology, logic, aesthetics and ethics, as well as Marxism, feminism and a host of other ‘-isms’. In this mode of educational philosophizing, the objects of various branches of philosophical study are proposed as the ends of education, and the significance of pursuing those ends is elaborated with reference to those branches of study. A second form of educational philosophy derives from substantive arguments and theories of ethics, social and political philosophy and philosophy of law, and concerns itself with the aims of education and the acceptability of various means to achieve them. It revolves around arguments concerning the moral, social and political appropriateness of educational aims, initiatives and policies, and moral evaluation of the methods, circumstances and effects of education. Recent debate has been dominated by concerns about children’s rights and freedom, educational equality and justice, moral and political education, and issues of authority, control and professional ethics. The philosophy of education has also sought to guide educational practice through examining its assumptions about the structure of specific knowledge domains and the minds of learners; about learning, development, motivation, and the communication and acquisition of knowledge and understanding. Philosophy of science and mathematics have informed the design of curriculum, pedagogy and evaluation in the teaching of science and mathematics. Philosophy of mind, language and psychology bear on the foundations of our understanding of how learning occurs, and thus how teaching may best promote it.

scholarly journals Spiritual learning communities: historical, systematic and practical observations1

2014 ◽  
Vol 6 (2) ◽  
pp. 473
Author(s):  
Bert Roebben
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Religious Education ◽  
Learning Process ◽  
Religious Diversity ◽  
Martin Buber ◽  
Children And Young People ◽  
Spiritual Dimension ◽  
Spiritual Learning ◽  
Education Theory

Children and young people have the inalienable right to be part of a learning community. Nobody can learn on his/her own. Education is always a communal enterprise. In this paper the concept of the ‘spiritual learning community’ is developed as a contemporary answer to the socio-educational issues raised by Martin Buber and John Dewey in the 1930s. Cultural and religious diversity today stimulate education and schooling more than ever before to reconsider the narrative-communicative and spiritual dimension of every learning process. The spiritual dimension of the learning community relates to a specifichabitus, namely of de-centration from the self and dedication to the other, and to a specific focus, namely on existential questions such as content of the learning process. Insightsfrom philosophy of education and from European religious education theory and concrete experiences of teacher education at the universities of Dortmund (Germany) and Wien(Austria) form the horizon for this reflection.

scholarly journals Peran Lingkungan Sekolah Dalam Proses Pembelajaran Pendidikan Agama Hindu Dan Budi Pekerti Di SD Negeri 1 Canggu

2018 ◽  
Vol 2 (2) ◽  
pp. 559
Author(s):  
I Made Surya Buana ◽  
Ni Komang Sutriyanti ◽  
Ni Nyoman Mariani
Keyword(s):  
Elementary School ◽  
Religious Education ◽  
Learning Process ◽  
School Environment ◽  
Descriptive Analysis ◽  
Value Theory ◽  
Educational Values ◽  
Education Theory ◽  
Observation Method

<p><em>The school environment has an important role in the learning process of Hinduism and Pekerti in school, this is because when the school environment is not comfortable such as noise, the room is too glare, and there is not enough plants to make the school shady, then students will not concentrate in the process learning. When the school environment is comfortable, students will be happy and even motivated to learn. </em><em>This study aims to determine (1) the role of the school environment in the process of learning Hinduism and Budi Pekerti at Canggu 1 State Elementary School. (2) To find out students' perceptions at SD Negeri 1 Canggu about the role of the school environment in the process of learning Hinduism and character traits. (3) To know the educational values contained in the school environment that play a role in the process of learning Hinduism and character.</em><em></em></p><p><em>The theories used to dissect the problem are: Education Theory, from Titib to dissect the first problem, Perception Theory, from Robbins to dissect the second problem, the Value Theory, from Louis O. Kattsoff (in rahayu) to dissect the third problem. The subjects of this study were Hindu religious education teachers and Hindu students at Canggu 1 Elementary School. Data collection method is by Observation Method, Interview, Literature, and Documentation. The data that has been collected is analyzed by qualitative descriptive analysis method with steps of reduction, data presentation, and conclusion drawing.</em></p><p><em>The results of the study show (1) The role of the school environment in the Hindu and Pekerti learning process is to provide a means of learning through the physical environment of the school, and as a mental form of students through the school's social environment as well as students' self-development through the school's academic environment. (2) Students' perceptions at SD Negeri 1 Canggu about the role of the school environment in the process of learning Hinduism and character are students realize that the school environment is very instrumental in the learning process because schools provide facilities and infrastructure, methods that support the learning process, the existence of trees - trees that are shady and not noisy which makes students focus on learning. (3) Educational Values contained in the School Environment that play a role in the Learning Process of Hinduism and Characteristic are the Value of Praise, Sradha Value and Cultural Value.</em></p>

scholarly journals INNOVATIVENESS OF DIDACTIC PRACTICE IN THE FIELD OF CURRENT PEDAGOGICAL KNOWLEDGE

2020 ◽  
Vol 2 ◽  
pp. 247
Author(s):  
Tomasz Prauzner
Keyword(s):  
Research Methods ◽  
Brain Research ◽  
Educational Practice ◽  
Pedagogical Knowledge ◽  
Empirical Knowledge ◽  
Theory Of Education ◽  
Teaching Aids ◽  
Innovative Practice ◽  
Education Theory

The theory of education, which is didactics, in the realities of today's educational practice and upbringing is becoming more important in the work of a teacher. The theory of education is improving thanks to newer empirical knowledge created on innovative practice. Currently, there is a traditional division of education theory into general, specific, environmental and special didactics. However, in terms of new teaching aids and brain research methods, it is worth considering its new meaning.

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