scholarly journals A Genealogycal Study of Islamic Education Science at the Faculty of Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

2018 ◽  
Vol 56 (1) ◽  
pp. 29-58
Author(s):  
Suyadi Suyadi ◽  
Sutrisno Sutrisno
Keyword(s):  
Middle East ◽  
Early Period ◽  
The Other ◽  
Islamic Education ◽  
The One ◽  
Education In Turkey ◽  
Education Science

This study traces the genealogy of Islamic education at the Faculty of Ilmu Tarbiyah dan Keguruan (FITK) Sunan Kalijaga State Islamic University Yogyakarta. The genealogycal approach used in Foucault’s terminology  means that the objectivity of science covers two aspects, namely the archeology of knowledge and power. Data is comprised of ideas and opinions that develop among lecturers at FITK. Data is analyized interpretatively, descriptively, and comparatively. Findings show that in the early period of its formation (1951), Islamic education science at FITK was influenced by religious teachings brought from the Middle East. But since the secularization of Islamic education in Turkey led by Fethullah Gülen (1990), the mecca of Islamic education has split into two poles; on the one side, it follows dogmatic religious teachings stemming from Middle East traditions, and on the other side, it needs to respond to the Western secular tradition. Since 2007 the dynamics of FITK has moved toward a dialectics of integrative Islamic education.[Tujuan penelitian ini adalah melacak akar genealogi integrasi keilmuan pendidikan Islam di Fakultas Ilmu Tarbiyah dan Keguruan (FITK) Universitas Islam Negeri Sunan Kalijaga. Pendekatan genealogi dalam terminologi Foucault dimaksudkan bahwa obyektivitas ilmu mencakup dua unsur, yakni arkeologi pengetahuan dan kekuasaan. Data-data berupa ide dan gagasan yang lahir dan berkembang dari para dosen FITK dianalisis secara interpretatif, deskriptif dan komparatif. Hasil penelitian menunjukkan bahwa pada awal berdirinya (1951), embrio keilmuan pendidikan Islam di FITK dikuasai ilmu-ilmu agama dari Timur Tengah. Tetapi, sejak terjadi sekularisasi pendidikan Islam di Turki yang dipimpin Fethullah Gülen (1990), kiblat keilmuan pendidikan Islam terpecah dan dikotomi; di satu sisi harus tunduk pada kebenaran ilmu-ilmu agama dari Timur Tengah tetapi di sisi lain harus merespon ilmu pendidikan sekuler dari Barat. Dalam perkembangan mutakhir, tepatnya sejak 2007 dinamika keilmuan FITK bergerak menuju dialektika keilmuan pendidikan Islam yang integratif]Keywords: IntegratedIslamic Education, scientific genealogy, the Faculty of Tarbiyah and Teaching.

Рождениехристианскоговостокакактрансформацияэллинистическойкультуры

2019 ◽  
pp. 14-31
Author(s):  
P.V. Kuzenkov
Keyword(s):  
Roman Empire ◽  
Middle East ◽  
Late Antiquity ◽  
Science Literature ◽  
Ancient Rome ◽  
Greek Mythology ◽  
Pamir Mountains ◽  
The One ◽  
Historical Transition ◽  
Education Science

The article offers a new evaluation of the wellknown phenomenon of cultural renaissance of the peoples of the Middle East and Egypt of the Syrians, the Copts, the Armenians, the Georgians, etc., in the first centuries AD. This period is commonly associated with the spreading of Christianity around the territory of the Roman Empire and the Parthian, later on Sassanid Iran. According to the author there are reasons to regard the genesis of the Christianity in the Middle East as a single yet multifaceted process of transformation of the Late Antiquity culture in its totality of the Eucumene, from the Atlantic Ocean to the Pamir mountains. The essence of this process could roughly be defined as overcoming the Hellenistic culture crisis called forth by the ever deepening disparity between the transcendental intellectual environment it had given rise to, on the one hand, and its ideological nucleus rooted in the archaic Greek mythology, on the other. The only feasible recourse out of this crisis was the appearance of a new cultural nucleus, conventionally described as the canonized sacred text (The Holy Scriptures). This nucleus, together with the Hellenistic cultural and technological achievements (general literacy, school education, science, literature, symbolic culture, etc.) gave rise to religious civilizations with Christianity as the principal example. Thus, the author describes the historical transition from the Late Hellenistic and Post Hellenistic cultures of the Ancient Rome and the Ancient Middle East that resulted in the new nationallytinged in form but supranational in content cultures of the Christianity in the Middle East.В статье предлагается новая оценка известного феномена культурного возрождения народов Ближнего Востока и ЕгиптоСирийцев, Коптов, Армян, Грузин и др. в первые века нашей эры. Этот период обычно связывают с распространением христианства по территории Римской Империи и Парфянского, позднее Сасанидского Ирана. По мнению автора есть основания рассматривать генезис христианства на Ближнем Востоке как единый, но многогранный процесс трансформации культуры поздней Античности в ее тотальности Ойкумены, от Атлантического океана до Памирских гор. Суть этого процесса можно приблизительно определить как преодоление кризиса эллинистической культуры, вызванного все более углубляющимся несоответствием между трансцендентальной интеллектуальной средой, которую она породила, с одной стороны, и ее идеологическим ядром, коренящимся в архаической греческой мифологии, с другой. Единственным возможным выходом из этого кризиса было появление нового культурного ядра, условно описываемого как канонизированный священный текст (Священное Писание). Это ядро, наряду с эллинистическими культурными и технологическими достижениями (общая грамотность, школьное образование, наука, литература, символическая культура и др.) породило религиозные цивилизации с христианством, в качестве основного примера. Таким образом, автор описывает исторический переход от Позднеэллинистической и Постэллинистической культур Древнего Рима и Древнего Ближнего Востока к новым национально окрашенным по форме, но наднациональным по содержанию культурам христианства в Cредние века.

Israel and the European Union

2019 ◽  
Author(s):  
Sharon Pardo
Keyword(s):  
European Union ◽  
Middle East ◽  
The Other ◽  
The Political ◽  
The European Union ◽  
Trade Relations ◽  
History Of ◽  
The One ◽  
Integration Project ◽  
The Eu

Israeli-European Union (EU) relations have consisted of a number of conflicting trends that have resulted in the emergence of a highly problematic and volatile relationship: one characterized by a strong and ever-increasing network of economic, cultural, and personal ties, yet marked, at the political level, by disappointment, bitterness, and anger. On the one hand, Israel has displayed a genuine desire to strengthen its ties with the EU and to be included as part of the European integration project. On the other hand, Israelis are deeply suspicious of the Union’s policies and are untrusting of the Union’s intentions toward the Israeli-Palestinian conflict and to the Middle East as a whole. As a result, Israel has been determined to minimize the EU’s role in the Middle East peace process (MEPP), and to deny it any direct involvement in the negotiations with the Palestinians. The article summarizes some key developments in Israeli-European Community (EC)/EU relations since 1957: the Israeli (re)turn to Europe in the late 1950s; EC-Israeli economic and trade relations; the 1980 Venice Declaration and the EC/EU involvement in the MEPP; EU-Israeli relations in a regional/Mediterranean context; the question of Israeli settlements’ products entering free of duty to the European Common Market; EU-Israeli relations in the age of the European Neighbourhood Policy (ENP); the failed attempt to upgrade EU-Israeli relations between the years 2007 and 2014; and the Union’s prohibition on EU funding to Israeli entities beyond the 1967 borders. By discussing the history of this uneasy relationship, the article further offers insights into how the EU is actually judged as a global-normative actor by Israelis.

Studying how to build peace and deal with stereotypes and discrimination in a period of terror and despair: A case study from Israel

2017 ◽  
Vol 12 (1) ◽  
pp. 64-75
Author(s):  
Zehavit Gross
Keyword(s):  
Middle East ◽  
Peace Education ◽  
Power Structure ◽  
Coping Mechanisms ◽  
Theory And Practice ◽  
The Other ◽  
Complex Emotions ◽  
The One ◽  
Shed Light

This paper aims to explore how Palestinian Arab and Jewish university students in Israel, attending a course on conflict resolution, deal with their stereotypical views of the Other and their prejudices, as well as their complex emotions of fear, hate, anxiety, and love during a period of tension and violence. On the one hand, they have a natural desire for professional partnership and friendship with their fellow students. On the other hand, they are attending this class in a Jewish university, in the heart of the Middle East, where acts of terrorism occur almost daily. This violence changes the power structure and the dynamics of their mutual relationships. Through an analysis of a specific case study the paper aims to shed light on how bridging theory and practice can generate a better understanding of complex situations, enabling reflection and developing signposts to improve coping mechanisms within peace education frameworks in times of terror.

Selfdetermination in philosophy and factical life. Some considerations about an early Heidegger lecture

Methodus ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 24-43
Author(s):  
Francisco Abalo
Keyword(s):  
Basic Problem ◽  
Methodological Problem ◽  
Early Period ◽  
Phenomenological Analysis ◽  
The Other ◽  
Current Paper ◽  
Relevant Issue ◽  
The One ◽  
Intentional Structure ◽  
Intuitive Model

The main focus of this article is the methodological problem of the selfdetermination of the philosophy according to the phenomenological analysis carried out by Heidegger in one of the lectures of his early period (the so called Früh Freiburger Vorlesungen). The general frame of the current paper implies a hermeneutical thesis according to which the relevance of the well-known “factical life” is not solely thematic but mainly methodological. This function explains why these “phenomenological exercises” are some sort of genetical enquiries. In consequence, the specific aim of this article is, on the one hand, to show that the problem of the selfdetermination of the philosophy is the document of the more basic problem of the possibility of access to the intentional structures as such. On the other hand, this implies that the facticity as the primary horizon of comprehension constitutes in deed a redrawing of the intentional structure, in such a way that it is avoided the paradoxical consequences of the reflexive-intuitive model of access to one self and makes a relevant issue to the philosophy the problematic character of the intentionality itself.

Africa — Latin America — Asia and Pacific — Middle East

1986 ◽  
Vol 26 (251) ◽  
pp. 115-124
Keyword(s):  
Latin America ◽  
Middle East ◽  
Large Scale ◽  
The Other ◽  
Displaced Persons ◽  
Assistance Programme ◽  
Medical Teams ◽  
Set Up ◽  
The One ◽  
Voluntary Agencies

In January and February, the ICRC reduced, as planned, the level of its relief activities in Ethiopia. This reduction was made possible, on the one hand, by an increase in food supplies for the population in the northern provinces of that country affected by conflict and drought and, on the other, by more intensive activity on the part of other voluntary agencies in the area. While leaving in place the structures which would enable it rapidly to set up a large-scale assistance programme if the need were to appear in a given region, the ICRC has lowered the volume of its general relief distributions. In December 1985, 10,700 tonnes were distributed to 830,000 persons. This was reduced to 5,000 tonnes for 424,300 persons in January, and further to 2,800 tonnes for 181,000 persons in February in the provinces of Eritrea, Tigray, Wollo, Gondar and Hararge. The last three therapeutic feeding centres were closed on 16 January (Wukro), and on 16 and 27 February (Idaga Hamus and Adwa). However, ICRC medical teams continued to monitor the health of the populations living in provinces which were receiving assistance, concentrating their activities on groups of displaced persons in Eritrea (in the region between Keren and Barentu), Tigray (in the region between Aksum and Adwa and the region of Mehony), Wollo (in the region of Sekota) and Hararge (Wobera Woreda; Habro Woreda), all areas with major security problems.

scholarly journals Mapeamento e análise do processo de lançamento de notas/conceitos das secretarias acadêmicas do Colégio Pedro II: reflexões e propostas de melhoria

2016 ◽  
Vol 2 (3) ◽  
pp. 21-36
Author(s):  
Patrícia Bitencourt de Carvalho Athaydes ◽  
Fernando Oliveira de Araújo
Keyword(s):  
Present Article ◽  
Performance Indicators ◽  
Science And Technology ◽  
The Other ◽  
Academic Departments ◽  
Organizational Restructuring ◽  
Standard Process ◽  
Educational Levels ◽  
The One ◽  
Education Science

The Colegio Pedro II was equated to Federal Institutes of Education, Science and Technology by Law 12677 Publication of June 25, 2012. If, on the one hand, this equalization resulted in an expressive organizational restructuring, with growth of the number of educational units, in addition to the incorporation of new educational levels, on the other, this institutional growth was dissociated from efforts of standardization of administrative processes, notably, under the academic departments of different units – where it shows a variation of the process of launching notes/concepts. In order to contribute with improvements to the operation of the institution, the present article aims to map and analyse comparatively the launch process of notes/concepts in three campus of the Colegio Pedro II. Methodologically, are held in-person interviews with professionals responsible for the academic departments of the following units, Engenho Novo I, Humaita I and Realengo I, in order to obtain the necessary subsidies to support the design of the processes performed by these academic departments units. As a result, it can be verified that the processes of the academic departments are not aligned to any system of performance indicators, which motivated the proposal of a standard process for the launching of notes/concepts, as well as a performance indicators panel (KPIs).

scholarly journals Ecological Footprint of The Electrical and Energy Industries as Cultural Challenge

2020 ◽  
Vol 11 (4) ◽  
pp. 207-229
Author(s):  
Elena Hreciuc ◽  
Keyword(s):  
Fossil Fuels ◽  
New Technologies ◽  
Cultural Dimensions ◽  
The Other ◽  
Toxic Waste ◽  
Continuous Increase ◽  
The One ◽  
Education Science ◽  
Industrial Revolutions

Our life, by its biological nature, is in an indestructible dependence on energy. At the same time, energy is an important criterion on which we report the progress of humanity. Historically, progress divides our world into distinct stages, called Industrial Revolutions. Each stage has encompassed more fuels, new technologies, inventions, humans behavioural changes and much more worrying environmental issues. Energy techniques, new extractions and transportation improved in nineteenth and during twenty-century energy consumption, especially electricity, rise significantly with, on the one hand, a continuous influx of fossil fuels and, on the other hand, continuous increase of the quantities of toxic waste, visible or not, from the other industrial branches and human activities, consequences of the energetical progress. The purpose of this paper is to point out some aspects regarding ecological footprints of electrical industry and energy industries during their development and to establish connections between the distinct role of energy in each period of industrialization and its impact on the environment, education, science, arts and cultural dimensions of life.

scholarly journals PARADIGMA KRITIS PANCASILA DALAM DIMENSI PENDIDIKAN ISLAM

2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Arif Rahman
Keyword(s):  
The Other ◽  
Islamic Education ◽  
Research Institutions ◽  
Important Thing ◽  
Other Hand ◽  
Library Research ◽  
Education Today ◽  
The Difference ◽  
The One

<div class="Section1"><p>Kajian ini bertujuan untuk mengkaji  pancasila dalam dimensi pendidikan Islam. falsafah Pancasila belum dijadikan primadona utama  dalam setiap diskusi pendidikan.  Pendekatan dalam peneltian ini adalah penelitian kepustakaan. Lembaga-lembaga pendidikan belum begitu banyak memaknai Pancasila  bagian hal terpenting dan menjiwainya secara sadar. Apa yang digagas kemudian  adalah  bagaimana falsafah Pancasila   selayaknya dijadikan paradigma kritis dalam kondisi pendidikan saat ini. Hal yang demikian bisa jadi akan melahirkan sebuah pandangan yang genuine yang menawarkan sebuah gerakan dan kesadaran untuk menyelesaikan berbagai problem pendidikan. Perbedaan kondisi di bagian negara lain memberikan kita kesempatan menampilkan sebuah gagasan paradigma kritis pancasila.  Dalam kehidupan masyarakat  yang lebih luas Pancasila  yang menggema hanya sebatas nama kurang terlihat bentuknya seperti apa jika menjadi penawar obat kesembuhan pendidikan saat ini. Hasil dari studi ini menunjukkan bahwa posisi pancasila seharusnya memang mendapat ruang yang berarti, di satu sisi karena prinsip-prinsip Pancasila  terilhami dari Islam, disisi lain  Islam memberikan legitimasi yang kuat bagi terlaksananya prinsip Pancasila yang sejalan dengan landasan Islam.</p><p>Kata kunci: paradigma, kritis, Pancasila, pendidikan, Islam</p></div><p><em>CRITICAL PARADIGM  OF  PANCASILA IN THE DIMEN- SIONS OF ISLAMIC EDUCATION. This study aims to examine the Pancasila in the Islamic educational dimension.The philosophy of Pancasila  has not made a prima donna in any discussion  of education. This study  uses library research. Institutions  have not so many interpret Pancasila as the most important thing and make it as the spirit consciously. What was conceived then is how the philosophy of Pancasila should be made as a critical paradigm in the condition of education today. Such things could be going to deliver a view that offers a genuine movement  and awareness to resolve various problems in education. The difference of conditions in others countries gives us a chance to display a critical paradigm of Pancasila. In the life of the wider community, Pancasila that echoes only as the name. Its shape is less visible if it be the antidote to cure a disease of the current education. The result of tihis articel shows that the position of Pancasila indeed should get a meaning space, on the one hand it because the principles of Pancasila was inspired from Islam, on the other hand Islam gave strong legitimacy to the implementation  of the principles of Pancasila which is in line with Islam.</em></p><p><strong><em>Keywords: </em></strong><em>critical, paradigm, Pancasila, Islamic, </em><em>e</em><em>d</em><em>u</em><em>c</em><em>a</em><em>t</em><em>io</em><em>n</em></p>

scholarly journals Akhlak Tasawuf Basis Pendidikan Multikultural Di Indonesia

2020 ◽  
Vol 7 (1) ◽  
pp. 71-78
Author(s):  
Hadarah Rajab Rajab
Keyword(s):  
Qualitative Research ◽  
Multicultural Education ◽  
Research Methods ◽  
Direct Observation ◽  
Education System ◽  
The Other ◽  
Islamic Education ◽  
Long Time ◽  
The One ◽  
Depth Interviews

Penelitian ini bertujuan untuk mendeskripsikan bagaimana sikap aklah yang diajarkam ilmu tasawuf dapat menjadi landasan Pendidikan multicultural. Metode yang digunakan adalah dengan metode penelitian kualitatif fenomenologis, dengan melalui pendekatan wawancara mendalam dan pengamatan langsung di lapangan, serta observasi. Adapaun hasil dari pene;itian ini adalah  desain Pendidikan Multikultural  yang  berbasis Akhlak Tasawuf. Kolaborasi antara konsep pendidikan multicultural di satu sisi dan perilaku sufi  pada ajaran tasawuf dilain sisi. Pada dasarnya kedua unsur tersebut sudah berjalan dengan waktu yang cukup panjang dan telah merimplikasi ke berbagai aspek[1], namun pada bagian ini menawarkan kolaborasi kedua unsur dalam sistim pendidikan multikulturak berdimensi sufi[2] yang dimungkinkan menjadi suatu pola baru yang lebih teduh dan menciptakan kedamaian untuk bangsa Indonesia This study aims to describe how the attitude that is taught by Sufism can be the basis of multicultural education. The method used is phenomenological qualitative research methods, through in-depth interviews and direct observation in the field, as well as observation. The results of this study are the design of Multicultural Education based on Moral Tasawuf. Collaboration between the concept of multicultural education on the one hand and Sufi behavior on Sufism on the other hand. Basically these two elements have been running for quite a long time and have been implicated in various aspects, but this section offers collaboration between the two elements in a multicultural education system with a Sufi dimension which is possible to become a new pattern that is more shady and creates peace for the Indonesian people   [1] Hadarah and Gani, ‘The Implementation of Tarekat Naqsyabandiyah’s Sufism Values in South Celebes’. [2] Enok Rohayati, ‘Pemikiran al-Ghazali tentang Pendidikan Akhlak’, Ta’dib: Journal of Islamic Education (Jurnal Pendidikan Islam), vol. 16, no. 01 (2011), pp. 93–112.

scholarly journals Campus developments China Versus Middle East

2019 ◽  
Author(s):  
Gisela Loehlein
Keyword(s):  
Middle East ◽  
Economic Indicator ◽  
The Other ◽  
The One ◽  
The Impact

Campus developments are great social cultural and economic indicator for how a country views education on the one side and on the other what value architecture has in this. The paper is assessing the key stakeholder. The impact education has on the community and economy. Architectural designers are driven by their own design as well as economic ambition. The architectural choice of campus designs in the UAE is driven by internationalization drive. China seems to be more driven by internal flexibility and drive to have a symbolic architectural expression of the campus.

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