scholarly journals The individual differentiation and Implications In Islamic Education Models

AT TA DIB ◽  
2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Amilia Afnani ◽  
Achmad Baihaqi
Keyword(s):  
Islamic Education ◽  
The Individual ◽  
Individual Differentiation

scholarly journals Pedagogical conditions of artistic and creative synesthesia of junior students at integrated music lessons

2017 ◽  
pp. 150-153
Author(s):  
O. K. Rakhmanova
Keyword(s):  
Modern Science ◽  
Individual Characteristics ◽  
Point Of View ◽  
Musical Composition ◽  
Creative Potential ◽  
Artistic Activity ◽  
Music Lessons ◽  
The Individual ◽  
Individual Differentiation ◽  
Junior Students

The methodological concept of “pedagogical conditions” is analysed and its essence is disclosed. Special attention is given to the modern interpretation of this concept and its meaning in modern science is examined in details. The article is dedicated to the revealing the pedagogical conditions that influence the process of development of junior students’ artistic and creative synesthesia. Careful attention is paid to the author’s point of view on the definition of the concept of “pedagogical conditions” as well as to the additions which should be included to the definition taking into account the modern tendency to technology and science development. These pedagogical conditions disclose specifics of the artistic and creative synesthesia and creative potential of junior pupils at the integrated music lessons, which contributes to their deliberate orientation in the system of art values. The author defines a complex of the pedagogical conditions that symbolically can be divided into three groups: 1) creating emotionally-creative environment that stimulates development of junior students’ artistic and creative synesthesia during the process of listening to musical composition; 2) dialogical interaction between the teacher and student in the process of junior students’ artistic activity; 3) implementation of the individual differentiation in the development of junior students’ artistic and creative synesthesia at the integrated music lessons, which considers individual characteristics of creative potential and creative abilities of junior students and setting the differentiated creative tasks in this way.

scholarly journals PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBANGUN SELF CONTROL REMAJA DI SEKOLAH

At-Tuhfah ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 19-36
Author(s):  
Muhammad Masjkur
Keyword(s):  
Religious Education ◽  
Self Control ◽  
Islamic Education ◽  
Scientific Concept ◽  
Social Situations ◽  
Emotion Control ◽  
Moral Standards ◽  
Strategic Role ◽  
The Individual

Self control is the ability of the individual to inhibit or prevent an impulse from appearing in the form of behavior that violates or contradicts moral standards. In another definition self-control is a network that is intact or integrated between individuals and their environment. Individuals who have high self-control seek to find and apply appropriate ways to behave in varied situations. Self-control affects individuals to change their behavior according to social situations so as to manage the impression of being more responsive to situational, flexible, and warm and open guidelines. Self-control is concerned with how the individual controls his emotions and drives from within himself. According to the scientific concept, emotion control means directing emotional energy to a useful and socially acceptable expression channel. Teachers' efforts in establishing adolescent self-control means the efforts or endeavors undertaken by a teacher attain a goal in the process of building the ability of the individual adolescent to inhibit or prevent an impulse from appearing in the form of behavior that violates or contradicts moral standards. In building self-control teenagers in school, of course, a teacher must first have a good self-control and strong, so it can be used as a mirror for them. Based on the above description, there are two issues that will be discussed, namely: 1) How the role of Islamic Religious Education Teacher in building self-control teenagers in school, 2) What efforts can be done Islamic Teachers in building self-control teenagers in school. From the discussion can be concluded: 1) Islamic education teachers have a very important and strategic role in building self-control teenagers in school. PAI Teachers have to act as mentors, advisors, models or models and evaluators in building self-control teenagers 2) The efforts made by PAI teachers in building self-control teenagers in schools, among others through the following activities: a) Educate by giving exemplary, b) Educate by implementing a policy of supervision and counseling together, c) Educate by doing habituation, d) Educate by fostering the discipline of learners.

The Importance of Communication in Islamic Society

2018 ◽  
Vol 2 ◽  
Author(s):  
Maryani Maryani
Keyword(s):  
Mass Communication ◽  
Human Life ◽  
Academic Research ◽  
Islamic Education ◽  
Muslim Community ◽  
Wide Audience ◽  
Face To Face ◽  
The World ◽  
The Individual ◽  
Islamic Society

Communication is an integral part of human life because our movements are always associated by communication. At this point, the communication is in terms of Islamic communication, i.e. communication of moral al-karimah or ethics. Communication of morality means the communication that comes from the Quran and hadith (sunnah of the Prophet). Islamic communication is a new form of phrase and thought emerged in academic research started from about three decades ago. The emergence of Islamic communication thoughts and activism is based on the failure of the philosophy, paradigm and implementation of western communication which further optimizes the pragmatic, materialistic and capitalist media values. This failure has negative implications especially on the Muslim community throughout the world due to the different religions, cultures and lifestyles of the (western) countries that are as the producers of the sciences. There are two kinds of communication consisting of: (1) direct communication (face to face) either between individual with individual, or individual with group, or group with group, group with society, hence influence the individual relation (interpersonal) included in understanding the communication; and (2) mass communication that is a process of communication made through the mass media with various purposes of communication and to convey information to a wide audience. The basics of communication principles must be mastered. By mastering the principles of communication in Islamic society, it can be able to organize Islamic education and Islamic communication to form a high-quality communication in the society, professionals, and noble character.

The Philosophy and Ideals of Islamic Education

2021 ◽  
Author(s):  
Mujadad Zaman
Keyword(s):  
Islamic Education ◽  
Human Beings ◽  
Islamic History ◽  
Moral Exemplar ◽  
Wide Range ◽  
Islamic Thought ◽  
Self Actualization ◽  
Definition Of ◽  
The Individual ◽  
Individual Self

The philosophy of Islamic education covers a wide range of ideas and practices drawn from Islamic scripture, metaphysics, philosophy, and common piety, all of which accumulate to inform discourses of learning, pedagogy, and ethics. This provides a definition of Islamic education and yet also of Islam more generally. In other words, since metaphysics and ontology are related to questions of learning and pedagogy, a compendious and indigenous definition of “education” offers an insight into a wider spectrum of Islamic thought, culture, and weltanschauung. As such, there is no singular historical or contemporary philosophy of Islamic education which avails all of this complexity but rather there exists a number of ideas and practices which inform how education plays a role in the embodiment of knowledge and the self-actualization of the individual self to ultimately come to know God. Such an exposition may come to stand as a superordinate vision of learning framing Islamic educational ideals. Questions of how these ideas are made manifest and practiced are partly answered through scripture as well as the historical, and continuing, importance of Muhammad, the Prophet of Islam; as paragon and moral exemplar in Islamic thought. Having said “I was sent as a teacher,” his life and manner (sunnah) offer a wide-ranging source of pedagogic and intellectual value for his community (ummah) who have regarded the emulation of his character as among the highest of human virtues. In this theocentric cosmology a tripart conception of education emerges, beginning with the sacred nature of knowledge (ʿilm), the imperative for its coupling with action (ʿamal), in reference to the Prophet, and finally, these foundations supporting the flourishing of an etiquette and comportment (adab) defined by an equanimous state of being and wisdom (ḥikma). In this sense, the reason for there being not one identifiable philosophy of Islamic education, whether premodern or in the modern context, is due to the concatenations of thoughts and practices gravitating around superordinate, metaphysical ideals. The absence of a historical discipline, named “philosophy of education” in Islamic history, infers that education, learning, and the nurturing of young minds is an enterprise anchored by a cosmology which serves the common dominators of divine laudation and piety. Education, therefore, whether evolving from within formal institutional arenas (madrasas) or the setting of the craft guilds (futuwwa), help to enunciate a communality and consilience of how human beings may come to know themselves, their world, and ultimately God.

scholarly journals Cooperative bird differentiates between the calls of different individuals, even when vocalizations were from completely unfamiliar individuals

2012 ◽  
Vol 8 (3) ◽  
pp. 365-368 ◽  
Author(s):  
Paul G. McDonald
Keyword(s):  
Individual Differences ◽  
Coalition Formation ◽  
Communication System ◽  
Reciprocal Altruism ◽  
Social Foraging ◽  
Spectral Features ◽  
Cooperative Behaviour ◽  
Manorina Melanocephala ◽  
The Individual ◽  
Individual Differentiation

Hypotheses proposed to explain the evolution of cooperative behaviour typically require differentiation between either groups of conspecifics (e.g . kin/non-kin) or, more typically, individuals (e.g. reciprocal altruism). Despite this, the mechanisms that facilitate individual or class recognition have rarely been explored in cooperative species. This study examines the individual differentiation abilities of noisy miners ( Manorina melanocephala ), a species with one of the most complex avian societies known. Miners permanently occupy colonies numbering into hundreds of individuals. Within these colonies, cooperative coalitions form on a fission–fusion basis across numerous contexts, from social foraging through to mobbing predators. Birds often use individually distinctive ‘chur’ calls to recruit others to a caller's location, facilitating coalition formation. I used the habituation–discrimination paradigm to test the ability of miners to differentiate between the chur calls of two individuals that were both either: (i) familiar, or (ii) unfamiliar to the focal subject. This technique had not, to my knowledge, been used to assess vocalization differentiation in cooperative birds previously, but here demonstrated that miners could correctly use the spectral features of signals to differentiate between the vocalizations of different individuals, regardless of their familiarity. By attending to individual differences in recruitment calls, miners have a communication system that is capable of accommodating even the most complex cooperative hypotheses based upon acoustic information.

Vicarious contagion decreases differentiation – and comes with costs

2016 ◽  
Vol 39 ◽  
Author(s):  
Ovul Sezer ◽  
Michael I. Norton
Keyword(s):  
Self Regulation ◽  
Group Identification ◽  
Moral Behavior ◽  
Review Literature ◽  
Negative Consequences ◽  
Group Success ◽  
The Individual ◽  
Individual Differentiation

AbstractBaumeister et al. propose that individual differentiation is a crucial determinant of group success. We apply their model to processes lying in between the individual and the group – vicarious processes. We review literature in four domains – attitudes, emotions, moral behavior, and self-regulation – showing that group identification can lead to vicarious contagion, reducing individual differentiation and inducing negative consequences.

scholarly journals Community Agency and Islamic Education in Contemporary Zanzibar

2021 ◽  
Vol 30 (3) ◽  
pp. 93-103
Author(s):  
Caitlyn Bolton
Keyword(s):  
Political Philosophy ◽  
Human Nature ◽  
Islamic Education ◽  
Nation State ◽  
Community Agency ◽  
State Institutions ◽  
The Individual ◽  
Modern Nation State

Western liberal political philosophy, which undergirds the conception of the modern nation-state as theorized by European philosophers of liberalism from centuries past, is primarily concerned with the dynamics of rights and responsibilities between the individual and state institutions. In defining these dynamics, some philosophers held an assumption of human nature as inherently inclined toward selfish ends...

scholarly journals PENDIDIKAN MORAL DALAM PERSPEKTIF SHAYKH NAWAWI AL-BANTANY

2019 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Dian Mohammd Hakim
Keyword(s):  
Content Analysis ◽  
Moral Education ◽  
Work Ethic ◽  
Islamic Education ◽  
Human Being ◽  
Analysis Technique ◽  
The Individual ◽  
Good Habit ◽  
Education Concept

The perfectness of human being will be transmitted through Akhlaq (ethics). These ethics covered the standart of good habit and bad habit. Both of them are defined in the moral education concept. Shaykh Nawawi Al-Bantany with hisMaraqi al-’Ubudiyah, Syarh ’alaMatn Bidayah al-Hidayah explained that ethics.Therefore, it is needed deep study about it. Particularly, the contemplations and materials which will form good moral and avoid moral from the destruction, the moral role in shaping a good man, and the relevance of moral education. Content analysis technique will be used in the study. Content analysis is emphasized in how the researchers view a content of communications qualitatively. The result showed that; the concept of moral education is about moral advises. The material sare divided into moral education for the individual and its relationship with his God, family, and another people, and the role of moral education assign post so reminders of the individuals thems elves, and the relevance concept of moral education of Islamic educationis lessen couraging to the power of creativity, work ethic andethos ofscience. Keyword: Islamic Education, Aswaja NU, Radicalism

GAGASAN PEMIKIRAN HUMANISTIK DALAM PENDIDIKAN (Perbandingan Pemikiran Naquib al-Attas Dengan Paulo Freire)

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Khusnul Mualim
Keyword(s):  
Paulo Freire ◽  
Islamic Education ◽  
Humanistic Psychology ◽  
Human Potential ◽  
Primary Data ◽  
Human Being ◽  
Humanistic Education ◽  
The Difference ◽  
The Individual ◽  
Individual Human

Humanistic thought in education has always been interesting to be discussed. As between two figures who discuss humanistic education is Naquib al-Attas and Paulo Freire. The purpose of doing research is the study of humanistic thought from the second related about: (1) the meaning of humanistic psychology in education; (2) the thought of humanistic Naquib al-Attas and Paulo Freire; (3) the Humanistic Education in Islam; and (4) Seeking similarities and differences of humanistic thought both figures in the context of Islamic education. A research method in this research is qualitative research. The collection of data in this study using the method of documentation. Data analysis was done by providing a hidden meaning to the data that was successfully collected based on primary data. The technique of the validity of the data by triangulation. Based on the results of research conducted, the following conclusions were obtained: (1) the Humanistic in Islamic education is a process of education that paying more attention to aspects of human potential as being given a chance by the Almighty God to develop the potential in themselves;  (2) the MenurutNaquib al-Attas, humanistic religious concept puts human being having regard to responsibility. Meanwhile, according to Paulo Freire, humanistic is the concept of giving freedom to the individual human being; (3) the Humanistic Education in Islam is an effort of the embodiment or manifestation of the self in the world of Islamic education; (4) the equation of the theory of both figures are located on its object, the man. While the difference is based on human concepts, goals, and values.

Islamic education in the Ingush society. Past and present

2019 ◽  
Vol 12 (1) ◽  
pp. 186-207
Author(s):  
M. S.-G. Albogachieva
Keyword(s):  
Education System ◽  
Field Research ◽  
School Curriculum ◽  
Traditional Education ◽  
Islamic Education ◽  
Whole Process ◽  
Teaching Aids ◽  
History Of ◽  
The Republic ◽  
The Individual

The article offers an overview of the history of Islamic education in the Ingush society from the adoption of Islam (mid. 19th cent.) up to today. In the article is shown the role and importance of this important component of the people’s spiritual culture. During the field research in Ingushetia in 2014–2018, the author did manage to collect extensive data, which enabled her to outline the history of the formation of Islamic education in Ingushetia. The collected field material is subdivided into two blocks. The first is an outline of the history of the formation and also a structure of the traditional education system. It also provides an overview of the individual learning process. A student was instructed by the famous teachers (alims). This kind of education took place not only in Ingushetia, but also in the whole Caucasus. The second block deals with the processes of re-Islamization of society. This gave a powerful impetus to the revival of the Islamic education system that existed here at the beginning of the 20th century, and the introduction of new forms of Islamic education. The latter run in harness with the introduction in the school curriculum (grades 4 to 11) of the subjects, such as the “Fundaments of Religion” and “The Basics of Islamic Culture”. In introducing these subjects a crucial role played the the Spiritual Council of the Muslims of Ingushetia, who initiated the whole process. The schools in the Republic of Ingushetia continue to teach these subjects; at the same time many teaching aids (manuals, readers) to facilitate the process are currently being written. In addition to the subjects learned at schools, students of religious schools (madrasas) also receive elementary Islamic education, and those who wish can receive a higher education in Islam and Islam related subjects both in the Russian Federation and abroad. Thanks to well-organized work in secondary schools, madrasas and Islamic institutions, it was possible to raise the level of Islamic education and reduce the radicalization of society.

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