PART I. Civic Education and Religious Schools

2009 ◽  
pp. 13-14 ◽  
Keyword(s):  
Civic Education ◽  
Religious Schools

‘Religious schools, civic education, and public policy: A framework for evaluation and decision’

2018 ◽  
Vol 16 (2) ◽  
pp. 141-161 ◽  
Author(s):  
Ian MacMullen
Keyword(s):  
Public Policy ◽  
Public Education ◽  
Education Policy ◽  
Civic Education ◽  
Liberal Democracy ◽  
Continuous Variable ◽  
Religious Schools ◽  
Policy Decisions ◽  
Public Education Policy

Some people claim that religious schools are poorly suited to prepare children for citizenship in a multi-religious society that is (or aspires to be) a liberal democracy. In what sense(s), by what mechanism(s), and to what extent might this be so? And what could be the implications for public policy? I propose an analytical and evaluative framework for addressing these questions. There are several potentially independent dimensions on which a school may have a religious character, and each of these dimensions is a continuous variable. Schools that are strongly religious on all of these dimensions are indeed very poor instruments of civic education in a multi-religious society. But what about schools whose religious character is far weaker on each dimension? If these schools are inferior to their secular counterparts for civic educational purposes, that inferiority may be very slight. Given the great diversity among religious schools, and if – as I argue – the civic goals of education are not the only important values that ought to guide public education policy, there are powerful reasons to discriminate among (proposed) religious schools when making policy decisions about regulation and funding. Those who oppose such a discriminating approach must demonstrate that the benefits of ‘difference blindness’ in this domain outweigh its substantial costs.

scholarly journals The communitarian attitudes of religious Zionist female adolescents to democracy in Israel

2019 ◽  
Vol 15 (1) ◽  
pp. 75-90
Author(s):  
Zehavit Gross
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Civic Education ◽  
Education System ◽  
Political Theology ◽  
Israeli Society ◽  
Female Adolescents ◽  
Religious Schools ◽  
Socialization Process ◽  
Socialization Processes

The aim of this qualitative research is to investigate how religious Zionist female adolescents ( N = 40) construct and deconstruct their perceptions of democracy within the ‘postsecular’ Israeli society as a result of their intensive, religious Zionist education and socialization process promoted by Israeli schools which subscribe to this ideology within the Israeli state religious education system. This study found that female graduates from the national religious schools were influenced by political theology which was promoted through their schools’ education and socialization processes. The findings highlighted the graduates’ belief in the Jacobin communitarian approach to democracy; their focus on Liebman’s concept of expansionism; and the challenges these approaches pose for maximal civic education in Israel.

Map of Religions of Ukraine

2000 ◽  
pp. 97-99
Author(s):  
Anatolii M. Kolodnyi ◽  
Oleksandr N. Sagan
Keyword(s):  
Community Organizations ◽  
Religious Community ◽  
Religious Schools ◽  
Sunday Schools ◽  
Religious Buildings

Ukraine is a multi-confessional state, where, as of January 1, 2000, 23 543 religious community organizations, monasteries, missions, fraternities, educational establishments belonging to 90 denominations, branches, churches are officially registered. (For comparison, at the beginning of 1991, the following organizations were registered in Ukraine: 9994, 1992 - 12962, 1993 - 15017, 1994 - 14962, 1995 - 16984, 1996 - 18 111, 1997 - 19110, 1998 - 20 406, 1999 - 21 843 organizations). In their property or use, there are over 16 637 religious buildings. Confessions have opened 250 convents, 184 missions, 49 brotherhoods, 121 religious schools, 7,165 Sunday schools and catechesis offices, and 194 periodicals. Religious needs of believers are satisfied by 21 281 priests, of whom 650 are foreigners.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 018 UKUI 1 KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 591
Author(s):  
Narko '
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Preliminary Data ◽  
Primary Schools ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities

This research was motivated by lack of civics student learning outcomes. Low learningoutcomes are caused by: (a) students do not really follow civics and they talk to each othersawaktu teacher explains the lesson; (B) students are not active in learning; (C) if the teacherasking questions, very few students who answered; and (d) very few students were askedabout the learning that has not been understood, in addition to the learning activities in theclassroom dominated by teachers and children are much more powerful. This study aims toimprove learning outcomes civics through cooperative learning model NHT. This study is aclass action, which was conducted in 018 primary schools Ukui 1 Subdistrict Ukui. This studyfocused on students' learning outcomes data civics. Based on the results of the study revealedthat the civic education learning outcomes of students has increased. This is evidenced by:Improved student learning outcomes at the preliminary data the number of students who passare 15 students (50%), increasing in the first cycle increased to 26 students (87%) and incycle II further increased up to 27 students (90 %).

Urgensi Pendidikan dalam Budaya Politik

1970 ◽  
Vol 12 (3) ◽  
pp. 312-328
Author(s):  
Luthfiyah Luthfiyah
Keyword(s):  
Political Culture ◽  
Civic Education ◽  
Fundamental Function ◽  
Group Orientation ◽  
Inner Self

The crisis of nation is caused by the crisis of inner self and moral degradations, that politic which must be oriented to safety people, but show emphasizing to individual or group orientation finally the politic, which must have service character precisely dominated and patronage character. So, it is significant to develop cognition, affection, and psicomotoric componens on a simultant scale through education. However education has antisipatoris and preparatoris characters. The identification of democaration values and provide a model through civic education will be concrete the fundamental function of education in effort to create the humanis people and shaped unresistant education to reality. So, education can cange political culture.

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