Multiplying Buddhist Missions—Singapore, Bangkok, Penang

2020 ◽  
pp. 101-130
Author(s):  
Alicia Turner
Keyword(s):  
Buddhist Monk ◽  
Racial Barriers ◽  
Revival Movements ◽  
Bilingual School

This chapter discusses the activities of the Irish Buddhist monk and anti-colonial activist U Dhammaloka in Siam (today’s Thailand), the Straits Settlements, and Federated Malay States (today’s Singapore and Malaysia) in 1903–5. It discusses his alliance with the saopha (ruler) of the Shan state of Kentung on the Burmese borders, his foundation of a bilingual school at Wat Ban Thawai in Bangkok, his finding a Chinese patron in Singapore, founding of a Buddhist school and mission there and involvement with multiethnic networks, his work in Penang, and his time in India. The chapter also discusses the plebeian cosmopolitanism which he both embodied and drew on: an everyday cooperation across supposedly fixed ethnic and racial barriers that characterized both mundane labour and Buddhist revival movements in this period.

Political Islam in an Ethnic Jewish State: Historical Evolution, Contemporary Challenges and Future Prospects

2004 ◽  
Vol 3 (1) ◽  
pp. 69-92 ◽  
Author(s):  
Nohad ‘Ali
Keyword(s):  
Historical Evolution ◽  
Jewish State ◽  
Islamic Revival ◽  
Islamic Movement ◽  
Revival Movements ◽  
Phases Of Development ◽  
Two Phases ◽  
The One ◽  
Five Phases ◽  
Islamic Revivalism

This paper argues that, although the shared and universal ideology of the Islamic revival movements was adopted by the Islamic movement in Israel, the movement has been trying to embody it in diverse and distinctive ways. In principle there is a conflict between commitment to the principle of Islamic revivalism on the one hand, and being so committed in the specific context of the ethnic Jewish state, on the other. The Jewish context of the State of Israel continues to bedevil the development of the Islamic movement in Israel. Since the 1930s, Islamic revivalism in Palestine has undergone five phases of development: the Egyptian, Israeli, Palestinian, and the two phases of ‘adaptation’ and ‘post-adaptation’. These phases reflect ideological developments, rather than simply a historical evolution. They are also the outcome of three sets of constraints: structural, ideological and domestic.

Promoting students’ critical thinking through reading strategy instruction in a reading class

2016 ◽  
Vol 11 (2) ◽  
pp. 133-151
Author(s):  
K.R. Vinitha Rani
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Critical Thinking Skills ◽  
Reading Strategy Instruction ◽  
Two Stages ◽  
Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

Critical Thinking and Its Implications for Contemporary Ijtihad

2010 ◽  
Vol 27 (4) ◽  
pp. 45-67
Author(s):  
Sayed Sikandar Shah ◽  
Mek Wok Mahmud
Keyword(s):  
Critical Thinking ◽  
Legal Theory ◽  
Dynamic Feature ◽  
Islamic Revival ◽  
Current State ◽  
Islamic Legal Theory ◽  
Islamic Jurisprudence ◽  
Revival Movements ◽  
State Of Affairs ◽  
Islamic Civilization

As an intellectual process, critical thinking plays a dynamic role in reconstructing human thought. In Islamic legal thought, this intellectual tool was pivotal in building a full-fledged jurisprudential system during the golden age of Islamic civilization. With the solidification of the science of Islamic legal theory and the entrenchment of classical Islamic jurisprudence, this process abated somewhat. Recent Islamic revival movements have engendered a great zeal for reinstituting this process. The current state of affairs in constructing and reconstructing Islamic jurisprudence by and large do not, however, reflect the dynamic feature of intellectual thought in this particular discipline. Thus this article attempts to briefly delineate this concept, unveil the reality on the ground, and identify some hands-on strategies for applying critical thinking in contemporary ijtihad.

Revivalistics

2020 ◽  
Author(s):  
Ghil'ad Zuckermann
Keyword(s):  
Critical Analysis ◽  
Mother Tongue ◽  
South Australia ◽  
Spoken Language ◽  
Promised Land ◽  
Language Revival ◽  
Revival Movements ◽  
Disciplinary Field ◽  
Multiple Causation ◽  
Cross Fertilization

This seminal book introduces revivalistics, a new trans-disciplinary field of enquiry surrounding language reclamation, revitalization and reinvigoration. The book is divided into two main parts that represent Zuckermann’s fascinating and multifaceted journey into language revival, from the ‘Promised Land’ (Israel) to the ‘Lucky Country’ (Australia) and beyond: PART 1: LANGUAGE REVIVAL AND CROSS-FERTILIZATION The aim of this part is to suggest that due to the ubiquitous multiple causation, the reclamation of a no-longer spoken language is unlikely without cross-fertilization from the revivalists’ mother tongue(s). Thus, one should expect revival efforts to result in a language with a hybridic genetic and typological character. The book highlights salient morphological, phonological, phonetic, syntactic, semantic and lexical features, illustrating the difficulty in determining a single source for the grammar of ‘Israeli’, the language resulting from the Hebrew revival. The European impact in these features is apparent inter alia in structure, semantics or productivity. PART 2: LANGUAGE REVIVAL AND WELLBEING The book then applies practical lessons (rather than clichés) from the critical analysis of the Hebrew reclamation to other revival movements globally, and goes on to describe the why and how of language revival. The how includes practical, nitty-gritty methods for reclaiming ‘sleeping beauties’ such as the Barngarla Aboriginal language of Eyre Peninsula, South Australia, e.g. using what Zuckermann calls talknology (talk+technology). The why includes ethical, aesthetic, and utilitarian reasons such as improving wellbeing and mental health.

scholarly journals Interdisciplinary and Intercultural Development of an Early Literacy App in Dhuwaya

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 106
Author(s):  
Gillian Wigglesworth ◽  
Melanie Wilkinson ◽  
Yalmay Yunupingu ◽  
Robyn Beecham ◽  
Jake Stockley
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
First Language ◽  
Literacy Skills ◽  
Intercultural Development ◽  
Educational Challenges ◽  
English Speaking ◽  
Surrounding Areas ◽  
Bilingual School ◽  
The Impact

Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuwaya is a Yolŋu language variety spoken in Yirrkala and surrounding areas in East Arnhem Land. Dhuwaya is the first language of the children who attend a bilingual school in which Dhuwaya and English are the languages of instruction. Dhuwaya and English have different phonemic inventories and different alphabets. The Dhuwaya alphabet is based on Roman alphabet symbols and has 31 graphemes (compared to 26 in English). The app was designed to teach children how to segment and blend syllables and phonemes and to identify common words as well as suffixes used in the language. However, the development was not straightforward, and the impact of the linguistic, cultural and educational challenges could not have been predicted. Amongst these was the inherent variation in the language, including glottal stops, the pronunciation of stops, the focus on syllables as a decoding strategy for literacy development and challenges of finding one-syllable words such as those initially used with English-speaking children. Another challenge was identifying culturally appropriate images which the children could relate to and which were not copyrighted. In this paper, we discuss these plus a range of other issues that emerged, identifying how these problems were addressed and resolved by the interdisciplinary and intercultural team.

scholarly journals Discipleship in Oriental Orthodox and Evangelical Communities

Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 320
Author(s):  
Ralph Lee
Keyword(s):  
Nineteenth Century ◽  
Spiritual Disciplines ◽  
Way Of Life ◽  
Literary Works ◽  
Orthodox Christian ◽  
The Bible ◽  
Revival Movements ◽  
Key Aspects ◽  
Evangelical Protestant

In many countries with a strong Orthodox Christian presence there are tensions between Evangelicals and Orthodox Christians. These tensions are rooted in many theological, ecclesiological, and epistemological differences. In practice, one of the crucial causes of tension comes down to different practical understandings of what a Christian disciple looks like. This paper examines key aspects of discipleship as expressed in revival movements in Orthodox Churches Egypt, India and Ethiopia which are connected to the challenges presented by the huge expansion of Evangelical Protestant mission from the nineteenth century. Key aspects will be evaluated in comparison with aspects that are understood to characterize disciples in Evangelical expressions, including: differing understandings of the sacraments and their place in the life of a disciple; ways in which different traditions engage with the Bible and related literary works; contrasting outlooks on discipleship as an individual and a community way of life; and differing understanding of spiritual disciplines.

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