“Religious Education” or “Teaching about Religion”? A Review of Compulsory Religious Culture and Ethics Lessons in Turkish Primary and Secondary Schools

2018 ◽  
Vol 13 (2) ◽  
pp. 153-178
Author(s):  
Turgay Gündüz
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Religious Education ◽  
Religious Culture ◽  
Sources Of Information ◽  
Educational Approach ◽  
Primary And Secondary Education ◽  
Ethics Teaching ◽  
History Of ◽  
Teaching About Religion

Abstract Religious Culture and Ethics (RCE), a compulsory course in Turkish primary and secondary schools, is a highly debated issue with respect to education on religion. Discussions focus on whether the class is “religious education” with a confessional approach or “religious culture and ethics teaching” that adopts a non-confessional view. Following a short history of religious education courses in Turkish primary and secondary education, this study analyses the curriculum and the content of the RCE course from the perspective of two Islamic sects (madhhab) and religious education approaches to discuss the principal educational approach applied in the country. The study also analyses the argument that holds that RCE is a non-confessional lesson in terms of both content and application; and that, accordingly, there is no problem with its presence among compulsory courses in primary education. It is rather concluded that, since its inclusion within the primary and secondary education curricula as a compulsory lesson, RCE has never been non-confessional in terms of including other religions and beliefs as well as other sects within Islam. An examination of the sectarian sources of information on worship provided in these courses reveals that the current textbooks are explicitly grounded in the Hanafi School with regard to issues of Muslim obligations.

scholarly journals The role of secondary school in the training of women skilled personnel of Katerynoslav province in the II half of the XIX – early XX centuries

2019 ◽  
Vol 22 (9-10) ◽  
pp. 52-63
Author(s):  
В. А. Добровольська
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Educational Institutions ◽  
Educational Backgrounds ◽  
Skilled Personnel ◽  
History Of ◽  
The Russian Empire

The point of this study is to cover the issue of history of women’s secondary education in Katerynoslavprovince in the 2nd half of the XIX – early XX centuries. Patriarchal judgments and views on the women’srole have been characteristic of the society of the Russian Empire for centuries. It has been found out thatthe democratic reforms of the 60-70s of the XIX century marked the beginning of the changes towardswomanhood. The historical premises for the formation of the women’s education system are covered. Itis established that the creation of women’s educational institutions of all classes in terms of legislativeframework begins in the 1950’s. Women’s educational institutions were subordinate to different institutionsand had different organizational and educational backgrounds. Thus, the Ministry of Public Education hadthe most rights and opportunities in the sphere of education. In addition to state schools, there were privateand public schools. It is established that the new system of educational sector management is claimed asstate-public. The main types of general secondary schools in Katerynoslav province in the II half of theXIX – early XX centuries were gymnasiums, progymnasiums, parochial secondary school for girls. Thefeatures of the financial situation of the gymnasiums on the example of certain educational institutions arerevealed. Thus, a large number of women’s gymnasiums and progymnasiums and their popularity withthe population were directly related to the rapid economic development of the region and the vigorousactivity of local self-government bodies. The content of education of those secondary schools is defined.The popularity of gymnasiums with the population comes from their class-inclusive nature. The range ofwomen’s gymnasiums in the early XX century is distinguished on grounds of division into classes andreligion. Education for daughters of clergymen was of a limited nature compared to the gymnasiums. As aresult, women’s religious secondary education evolved less dynamically. It is established that the religiousaffairs authority opened professional secondary educational institutions – parochial secondary school forgirls – primarily for the daughters of clergymen. There was only one such school in Katerynoslav province– in the principal town of the province. The content of the education of parochial secondary school forgirls is described. The proportion of disciplines of the humanities and mathematical and natural sciences iscompared. The article states that the end of the XIX - early XX centuries was marked by the decline in thesystem of parochial secondary school for girls, and defines the content of the reforms of the religious affairsauthority. The sources of funding of Katerynoslav parochial secondary school for girls and gymnasiums arecompared. The role of parochial secondary school for girls in the problem of providing public school withteachers is figured out.

Education for Peace and School Coexistence

2016 ◽  
pp. 106-129 ◽  
Author(s):  
José A. Pineda-Alfonso ◽  
Francisco F. García-Pérez
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Primary And Secondary Education ◽  
Wide Range ◽  
Culture Of Peace ◽  
Education For Peace

There has been an influx of international currents in favour of a Culture of Peace and Non-Violence since the 1990s. This has allowed the curriculum in Primary and Secondary Education to generate a wide range of differently focused plans and projects. One of the peculiarities of this phenomenon in Spain is its links with the deterioration in classroom coexistence, and, as a consequence, a number of different initiatives have been put in place to promote a Culture of Peace and Coexistence. In spite of the deployment of means and staff, it is clear from the analysis of two cases in Secondary Schools in Andalusia (Spain) that there have been scant results, as the influence of all these initiatives has only been superficial in schools. Given the failure of these initiatives, a drift towards authoritarianism in school coexistence discourses and practices is observed.

scholarly journals Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools

Religions ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 110
Author(s):  
Naïma Lafrarchi
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Religious Education ◽  
Personality Development ◽  
Holistic Approach ◽  
Document Analysis ◽  
Expert Committee ◽  
Education Curriculum ◽  
Islamic Tradition ◽  
Anchor Points

Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.

scholarly journals The Basic and Middle Education Concept as A Step of Students in Planting Value Establishment since Early

2020 ◽  
Vol 2 (2) ◽  
pp. 705-712
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Secondary Education ◽  
Literature Review ◽  
Research Method ◽  
Entrepreneurship Education ◽  
Sources Of Information ◽  
Systematic Method ◽  
Primary And Secondary Education ◽  
The Many ◽  
Education Concept

This study aims to find out, about how the importance of primary and secondary education as a way or step for students to be more independent through a work produced through entrepreneurship education, the authors believe that entrepreneurial values are very important to instill early on, because entrepreneurship is the heart of economic defense in every perspective, education is one of the many ways to make students more creative and fully independent. The research method by the author uses the systematic method Literature Review, by gathering several sources of information from journals, books and other articles. To improve the source of reading that will be produced by the reader later. Then after the sources are collected, the new author can conclude what results have been obtained from this reading source.

The impact of ISO quality management systems on primary and secondary schools in Spain

2018 ◽  
Vol 26 (1) ◽  
pp. 2-24 ◽  
Author(s):  
Jorge Antonio Arribas Díaz ◽  
Catalina Martínez-Mediano
Keyword(s):  
Mixed Methods ◽  
Secondary Education ◽  
Quality Management ◽  
Secondary Schools ◽  
Management Systems ◽  
Quality Management Systems ◽  
Content Type ◽  
Primary And Secondary Education ◽  
Three Phase ◽  
The Impact

Purpose The purpose of this study is to evaluate the application of quality management systems (QMS) based on international standards of quality in education (ISO 9001:2008) and ascertain the influence of this quality model on primary and secondary schools in Spain. Design/methodology/approach The study was conducted in 26 publicly funded, private schools in Spain. The research design was a three-phase, mixed-methods evaluation. In all, 809 teachers answered the main survey questionnaire in Phase 3, which was validated through expert reviews and exploratory factor analysis against two theoretically derived dimensions of quality. The total scores of the two dimensions demonstrated Cronbach’s alpha reliability estimate > 0.95. A discriminant function analysis was applied next to compare three groups of schools based on teachers’ QMS ratings, using students’ achievement and other school quality indicators as predictors. Findings The QMS model was perceived to have contributed to improvements in documentation and management through evaluation, continuous improvement processes, the schools’ external image, management of resources and user satisfaction levels. Some of the improvements lasted over time. The schools rated as “high” by teachers on QMS implementation levels had better educational outcomes, as well as user perception and satisfaction levels, as compared to schools rated as “low”. Drawbacks of the QMS model were perceived as high bureaucratic workloads and a top–down management culture. Practical implications The findings suggest that ISO standards of QMS can be adopted in primary and secondary education institutions successfully, and that they are suitable for improving schools and educational systems overall. Originality/value The study’s originality lies in the demonstrated outcomes of the QMS approach, originally created for industrial environments, in a large Spanish primary and secondary education institution using a three-phase, mixed-methods design.

scholarly journals A História da Ciência na formação inicial de professores de ciências

2019 ◽  
Vol 20 ◽  
pp. 2-14
Author(s):  
Isilda Teixeira Rodrigues
Keyword(s):  
Secondary Education ◽  
Science Teacher ◽  
History Of Science ◽  
Basic Education ◽  
Educational Levels ◽  
Primary And Secondary Education ◽  
Keywords History Of Science ◽  
History Of ◽  
Training Courses ◽  
Science Teacher Training

Resumo No Currículo do Ensino Básico em Portugal(1) considera-se importante que os alunos conheçam relatos de como ideias foram divulgadas, aceites, desenvolvidas, substituídas ou rejeitadas e ainda que reconheçam que o conhecimento científico está em evolução permanente, sendo um conhecimento inacabado. Embora se constate, da análise dos programas, que a História da Ciência adquire maior importância ao longo dos níveis de ensino (do Ensino Básico para o Ensino Secundário), há ainda, na nossa opinião, muito a ser feito. A utilização da História da Ciência no ensino das ciências traz para o centro dos problemas educativos a formação de professores. Não serve de nada mudar os currículos, se não houver mudanças nos professores que os implementam. Nesta comunicação pretendemos analisar as alterações nos planos de estudos dos cursos de formação de professores de Ciências em Portugal, nos últimos 15 anos. Verificámos, que apesar de esta temática ter sido introduzida nos currículos dos ensinos básico e secundário, com o processo de Bolonha, ela deixou de existir nos planos de estudos em algumas universidades que fazem formação inicial de professores de ciências.1 - DEB, Orientações Curriculares para o 3o Ciclo do Ensino Básico – Ciências Físicas e Naturais. Lisboa: Ministério da Educação, 2001. Palavras-chave: História da Ciência, Planos de Estudos, Formação inicial, Ensino das Ciências Abstract In the Curriculum of Basic Education in Portugal it is important that the students know about how ideas have been divulged, accepted, developed, substituted or rejected and that they recognize that scientific knowledge is in constant evolution, being an unfinished knowledge. Although it is clear from the analysis of the programs that the history of science is becoming more important throughout the educational levels (from elementary school to secondary education), there is still a lot to be done in our opinion. The use of the History of Science in the teaching, brings to the center of educational problems the formation of teachers. It is no use changing the curricula if there are no changes in the teachers who implement them. In this paper, we intend to analyze the changes in the study plans of the science teacher training courses in Portugal in the last 15 years. We verified that although this theme was introduced in the curricula of primary and secondary education, with the Bolonha process, it no longer exists in the curricula in some universities that form teachers. Keywords: History of Science, Science Teaching, Study Plans

scholarly journals Islamic Education of Kyrgyzstan on the Way of Development

2021 ◽  
Vol 7 (11) ◽  
pp. 372-377
Keyword(s):  
Religious Education ◽  
Religious Studies ◽  
Religious Culture ◽  
Islamic Education ◽  
Kyrgyz Republic ◽  
Second Stage ◽  
Third Stage ◽  
History Of ◽  
The Subject ◽  
The Government

The article examines the development of Islamic religious education in the history of the Kyrgyz Republic over the past 30 years. According to the study, religious Islamic education is divided into 3 stages: the first stage — 1991–2000, the second stage — 2000–2006, the third stage — 2006–2010, and the fourth — 2011–2020. The features of the development of Islamic education at each stage are analyzed. In addition, the process of implementation of the concept of “Reform of religious education and religious studies” adopted by the Government of Kyrgyzstan was analyzed. The attempts of the Commission on Religious Affairs of the Kyrgyz Republic and the Spiritual Directorate of Muslims of Kyrgyzstan to include secular subjects in the curricula of madrasahs and institutes were highlighted. For 30 years, the subject “History of Religious Culture” has been introduced in secondary schools on a pilot basis.

scholarly journals History of Work with the Staff of Secondary Schools in Uzbekistan

2020 ◽  
Vol 9 (3) ◽  
pp. 1609-1611
Keyword(s):  
Developing Countries ◽  
Secondary Education ◽  
Secondary Schools ◽  
General Education ◽  
History Of ◽  
The Subject

the importance of secondary education has been becoming more crucial than ever. Developing countries always pay great deals of attention to this in order to strengthen the quality form the very beginning of the early ages of nation. This article explains the issues of supplying general education schools in Uzbekistan's southern provinces during the years of independence, lack of teachers on the subject, problems of improving pedagogical cadres and ways to overcome them.

Primary and Secondary Education in Morocco: From Access to School into Generalization to Dropout

2017 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Zoulal Mansouri ◽  
Mohamed El Amine Moumine
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Educational System ◽  
Education System ◽  
Education Program ◽  
Primary And Secondary Education ◽  
The 1960S ◽  
Made In

This article provides an overview of school wastage, namely repetition and dropout in primary and secondary schools in Morocco. It describes how this phenomenon has progressed since school was implemented in the 1960s. It shows that the fundamental principles of the education system established in the aftermath of Morocco’s independence in 1956 did not succeed in providing a clear, stable education program. The article concludes that despite the tremendous efforts made in enrollment, school wastage persists, and the educational system is still trapped in the idealistic principles of the 1960s, causing education to flounder in the dramatic triangle of schooling, generalization, and dropout.

Godsdienstonderwijs en godsdienstwetenschap: De grondslagen van de meest gebruikte methoden voor het vak godsdienst/levensbeschouwing in het voortgezet onderwijs

2007 ◽  
Vol 61 (4) ◽  
pp. 269-280
Author(s):  
G.A. Wiegers ◽  
H. Kommers
Keyword(s):  
Secondary Schools ◽  
Religious Education ◽  
Human Sciences ◽  
Dutch Society ◽  
Religious Groups ◽  
World Religions ◽  
New Religions ◽  
Recent Developments ◽  
Close Cooperation ◽  
Teaching About Religion

In the first part an overview of recent developments with regard to the position of religious education and the teaching about religion (‘religion education’) in Dutch secondary schools is presented. The authors argue that the Study of Religions has become more relevant for religious education than some decades ago because of ongoing pluralisation, secularisation and globalisation processes that have transformed Dutch society. The present-day Study of Religion focuses on local and new religions, in addition to world religions, and is not only neutral with regard to various religious groups, but, like other human sciences, has become strongly (self) reflexive. In the second part the most widely used text books are analysed. On the basis of this analysis it is argued that much could be gained by a close cooperation between students of the Study of Religion, educationalists and teachers involved in teaching about religions and religious education. The authors suggest various ways in which this could be done.

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