scholarly journals LIVING VALUES EDUCATION DAN SURAT CINTA UNTUK NABI: Pendidikan Menghidupkan Nilai Damai di Indonesia

2018 ◽  
Vol 18 (1) ◽  
pp. 112
Author(s):  
Bambang Qomaruzzaman ◽  
Ahmad Gibson Al Bustomi ◽  
Busro Busro
Keyword(s):  
Religious Education ◽  
Values Education ◽  
Reflective Writing ◽  
Islamic Education ◽  
Learning Approach ◽  
Muslim Students ◽  
First Semester ◽  
History Of ◽  
Human Figure ◽  
Education Model

Abstract: A study by PPIM (2017) which indicates increased intolerance among Indonesian Muslim students encourages the emergence of an Islamic education model that emphasizes the value of peace in a collective life. Islamic religious education (PAI), has been focusing on the mastery of Islamic teachings without being linked to the model of relations and communication with other "different" people, and even the history of Islam is more about war than peace efforts. This paper aims to find a PAI learning approach that can foster a peaceful value with a learning process that provides comfort to students. This paper is based on experimental research on first semester students Ushuludin Faculty UIN Sunan Gunung Djati Bandung batch 2017 who took the course of Tawheed. In this research, the material of monotheism is presented with more emphasis on aspects of application through modelling the story of the Prophet Muhammad with the approach of Living Values Education and reflective writing. This research raises awareness to admire the Prophet Muhammad as an inspirational human figure to live more patient, full of struggle, and build peace. In addition the Living Values Education approach also changes in student behaviour and involvement during the lecture. This paper has implications for a more narrative and oriented model of PAI learning to the growth of peaceful values. الملخص: البحث أو الدراسة المطروحة من قبل PPIM (2017) ، الذي يشير إلى زيادة التعصب و عدم التسامح بين طلاب جامعة سونان غونونج جاتي الاسلامية الحكومية بصفة خاصة والطلاب المسلمين الإندونيسيين بصفة عامة ، يحفز ظهور نموذج التعليم الإسلامي الذي يؤكد على قيمة السلام في الحياة الجماعية. و في هذه الآونة ركز التعليم الديني الإسلامي (PAI) على إتقان تعاليم الإسلام دون أن يرتبط بنموذج العلاقات والتواصل مع الآخرين "المختلفين" ، بل ان مادة تاريخ الإسلام أكثر اهتماماتها عرض الحرو ب بدلا من اهتمامهتها بالجهود عن السلام . و تهدف هذه الورقة البحثية الى إيجاد طريقة تعليم مواد الدين الاسلامي التي تعزز قيمة السلام مع عملية التعلم التي توفر الراحة للطلاب. هذه الورقة البحثية مبنية على بحث تجريبي تجرى على طلاب المستوى الاول في جامعة سونان غونونج جاتي الاسلامية الحكومية قسم أصول الدين سنة ٢٠١٧ م الذين يدرسون مادة التوحيد. في هذا البحث ، يتم عرض مادة التوحيد مع المزيد من التركيز على جوانب التطبيق من خلال نمذجة قصة النبي محمد مع نهج تعليم القيم الحياتية والكتابة التأملية. وكشفت هذه الدراسة عن ظهور الوعي للاعجاب بالنبي محمد كشخصية بشرية ملهمة للعيش بصبر أكثر ، مليئة بالنضال والسلام. و من خلال هذه الطريقة يعني منهجية تعليم القيم الحية تغيرات استطاع المدرس تغيير سلوك الطلاب أثناء المحاضرة. هذه الورقة البحثية لها آثار على نموذج أكثر رسوخا وموجها لتعليم الموادالدينية التي تتركز على نمو القيم السلمية. Abstrak: Riset PPIM (2017) yang menunjukkan adanya indikasi peningkatan intoleransi pada siswa dan mahasiswa Muslim Indonesia mendorong munculnya model pendidikan Agama Islam yang menekankan nilai damai dalam kehidupan bersama. Pendidikan Agama Islam (PAI), selama ini, masih memfokuskan diri pada penguasaan ajaran agama Islam tanpa dikaitkan dengan model relasi dan komunikasi dengan orang lain “yang berbeda”, bahkan materi sejarah Islam lebih banyak menceritakan perang daripada upaya-upaya damai. Paper ini bertujuan untuk menemukan pendekatan pembelajaran PAI yang dapat menumbuhkan nilai damai dengan proses pembelajaran yang memberikan kenyamanan pada siswa. Paper ini didasarkan pada riset eksperimen terhadap mahasiswa semester 1 Fakultas Ushuludin UIN Sunan Gunung Djati Bandung angkatan 2017 yang mengambil mata kuliah tauhid. Pada riset ini materi tauhid disajikan dengan lebih menekankan pada aspek penerapan  melalui modeling kisah Nabi Muhammad dengan pendekatan Living Values Education dan penulisan reflektif. Dari Riset ini ditemukan munculnya kesadaran mengagumi Nabi Muhammad sebagai sosok manusia inspiratif untuk hidup lebih sabar, penuh perjuangan, dan membina kedamaian. Melalui pendekatan Living Values Education ditemukan juga perubahan perilaku dan keterlibatan mahasiswa selama perkuliahan berlangsung. Paper ini berimplikasi pada perubahan model pembelajaran PAI yang lebih naratif dan berorientasi pada penumbuhan nilai damai. 

Recontextualization of Islamic Peace Education

2018 ◽  
Vol 13 (2) ◽  
pp. 183-202
Author(s):  
Siti Rohmah ◽  
M. Syukri Ismail ◽  
Moh. Anas Kholish ◽  
Mona Novita
Keyword(s):  
Human Rights ◽  
Middle East ◽  
Religious Education ◽  
Alternative Model ◽  
Peace Education ◽  
Religious Conflict ◽  
Islamic Education ◽  
Education Environment ◽  
Education Model ◽  
Interreligious Education

Some circles suggest that the phenomenon of intolerance and religious conflict in Indonesia will be reduced by a religious education model dominated by a mono-religious approach. The approach that focuses on deepening the knowledge of all religions is considered to be the cause of the persistence of interfaith stigma and prejudice. However, there are objections from various circles to the concept and application of interreligious education which requires close dialogue and interaction, an appreciative attitude, and openness to adherents of other religions. This article argues that the development of a peaceful and diverse mono-religious education approach is possible. This study employs Mohammed Abu-Nimer's theory as an alternative model of Islamic peace education that is strategic, participatory and practical; it focuses on his experience in conflict areas and in the Islamic education environment, which is often stigmatized conservatively in the Middle East and Africa. This study confirms that monoreligious education provides room for peace education that builds pedagogy of tolerance, diversity and human rights.

scholarly journals PENDIDIKAN AGAMA ISLAM BEWAWASAN SPIRITUALITAS EKOLOGI: Telaah Materi dan Model Pembelajaran

2017 ◽  
Vol 17 (2) ◽  
pp. 471
Author(s):  
Mohammad Muchlis Solichin
Keyword(s):  
Religious Education ◽  
Inquiry Learning ◽  
Contextual Learning ◽  
Islamic Education ◽  
Islamic Culture ◽  
Learning Materials ◽  
Ecological Spirituality ◽  
History Of ◽  
Itu Model ◽  
Thematic Learning

Abstract: Ecological Spirituality is an awareness for connecting the environment through education. Education is a means of shaping the character of the environmental awareness. The knowledge and awareness of the importance of the environment can be fostered through the process of learning in school/madarasah. Ecological Spirituality can be implemented in the Learning of Islamic Education (PAI) by integrating the concept of Islam which is related to the environment into the teaching. This paper focus on 1) What are the learning materials of Islamic Religious Education (PAI) associated with ecological spirituality?, 2) How is the implement of the learning model of Islamic Religious Education (PAI) with associated with ecological spirituality. The findings revealed that the PAI learning materials which is related to the ecological spirituality comprising the learning of  environment in the perspective of Alquran, Hadith, Fiqh, Aqidah, Moral and History of Islamic Culture. Meanwhile, the learning models encompassing a contextual learning, thematic learning and, inquiry learning models.الملخص: إن الروحانية الإيكولوجية هو الوعي للقدرة على التعامل مع البيئة، وأن ينمّى هذا الوعي – بقدر المستطاع – عن طريق التربية. والتربية هي الوسيلة لتكوين طبيعة الاهتمام والوعي بالبيئة. ويكون الفهم عن الوعي بالبيئة يمكن تنميته عن طريق عملية التعليم في المدارس. والروحانية الإيكولوجية يمكن تكوينها عن طريق عملية التربية الإسلامية ببيان التعاليم الإسلامية المتعلقة بالبيئة والعالم. وتركيز هذا المقال هو: 1) ما هي المواد في التربية الإسلامية في ضوء الروحانية الإيكولوجية: 2) كيف تطبيق نماذج التعليم في مادة التربية الإسلامية في ضوء الروحانية الإيكولوجية. ومن البيانات المجموعة يمكن الاستنتاج منها : أن مواد تعليم مادة التربية الإسلامية في ضوء الروحانية الإيكولوجية تحتوى على تعليم موضوع البيئة في ضوء القرآن والسنة والفقه والعقيدة والأخلاق وتاريخ الثقافة الإسلامية. وأما نماذج تعليم مادة التربية الإسلامية على ضوء الروحانية الإيكولوجية فهي : نموذج التعليم السياقي، ونموذج التعليم الموضوعي، ونوذج التعليم على أساس التحقيق. Abstrak: Spiritualistas Ekologi merupakan suatu kesadaran untuk mampu berhubungan dengan lingkungan yang ditanamkan melalui jalur pendidikan. Pendidikan merupakan wahana pembentukan karakter peduli terhadap lingkungan. Pemahaman, kesadaran akan pentingnya lingkungan alam dapat ditumbuhkembangkan melalui proses pembelajaran di sekolah/madarasah. Spiritualitas Ekologi dapat dilakukan melalui pembelajaran Pendidkan Agama Islam (PAI) dengan menjelaskan ajaran Islam berkaitan dengan lingkungan, alam. Fokus tulisan ini adalah 1) Apa saja materi pembelajaran Pendidikan Agama Islam (PAI) berwawasan spiritualitas ekologi, 2) Bagiamana pelaksanaan model-model pembelajaran Pendidikan Agama Islam (PAI) berwawasan spiritualitas ekologi. Dari penelusuran data, terungkap bahwa materi pembelajaran PAI berwawasan spiritualitas ekologi meliputi pembelajaran lingkungan hidup dalam perspektif Alquran, Hadis, Fiqh, Aqidah, Akhlak dan Sejarah Kebudayaan Islam. dan Akhlak. Sementara itu model-model pembelajaran (PAI) berwawasan spiritualitas ekologi, adalah model pembelajaran kontekstual, model pembelajaran tematik, dan model pembelajaran, inquiry.

scholarly journals Islamic Studies in Higher Education in Indonesia: Challenges, Impact and Prospects for the World Community

2017 ◽  
Vol 55 (2) ◽  
pp. 391-426 ◽  
Author(s):  
Muhammad Amin Abdullah
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Religious Education ◽  
Intellectual Development ◽  
Academic Community ◽  
Islamic Education ◽  
Educational Institutions ◽  
History Of ◽  
Key Issues ◽  
Potential Alternative

In the global socio-political situation today, where rigid, extreme and radical interpretations of religion are commonly found and widespread, the contribution of Indonesian post-graduate education, especially Islamic higher education, come to the front stage and become a topic of serious discussion. In term of education in Indonesia, there is an unavoidable fact that Islamic education including Islamic higher education is not a new phenomenon. The situation led to the fact that some international Islamic scholars began to consider the Islamic higher education in Indonesia as a potential alternative system of graduate education including religious education and its contents and methods in offering innovation and transformation. This seems to be much more conducive approach and research to local, regional and global community and peace. This article will explain descriptively the long history of Islamic education and its development. It also aims at presenting elaboration on how higher education of indigenous Islam can modify their own teaching and research methodologies to be more relevant to the intellectual development and advancement, especially that of sciences and humanities in particular. The focus will be on: what are the key issues and elements of the Indonesian Islamic higher education leading to significantly change and contribute to the welfare of the nation and mankind, especially on the development of research which seems to illustrate the weakness of previous educational institutions system  in Indonesia. Moreover, there is one thing to remember that the worldwide academic community cannot wait for any longer the solution strongly expected to reduce the weakness since development of religious education and Islam in the Middle East, South Asia, and some parts of the Muslim world is not, more or less, promising for the sake of global humanity, prosperity and peace.[Pada situasi sosial-politik global dewasa ini, ketika interpretasi agama yang rigid, ekstrim dan radikal meluas dan mudah dijumpai, kontribusi pendidikan tinggi, khususnya perguruan tinggi Islam, harus tampil dan menjadi bahan diskusi serius. Dalam konteks pendidikan di Indonesia, terdapat fakta tak terbantahkan bahwa pendidikan Islam termasuk pendidikan tinggi Islam, bukanlah hal baru. Situasi di Indonesia ini mendorong akademisi Islam internasional untuk mempertimbangkan pendidikan tinggi Islam sebagai alternatif dalam inovasi dan transformasi pendidikan, baik dalam hal materi ataupun metodologi. Tulisan ini menjelaskan sejarah panjang perkembangan  pendidikan Islam. Selain itu, juga mengelaborasi bagaimana sistem pendidikan Islam memodifikasi metode pengajaran dan risetnya agar lebih sesuai dengan perkembangan dan capaian ilmu pengetahuan, khususnya ilmu sosial humaniora dewasa ini. Tulisan ini berfokus pada isu-isu dan unsur-unsur kunci pendidikan tinggi Islam yang sekiranya mampu berkontribusi dalam mewujudkan kesejahteraan umat manusia dan bangsa, khususnya perkembangan riset yang memetakan kelemahan dari sistem pendidikan di Indonesia. Oleh karena itu, satu hal yang harus diingat bahwa komunitas akademik dunia tidak bisa menunggu lebih lama lagi solusi untuk menutupi kekurangan - kekurangan tersebut, terlebih karena perkembangan pendidikan agama dan Islam di Timur Tengah, Asia Selatan, dan wilayah lain dunia Islam tidak terlalu menjanjikan terhadap kemanusiaan, kesejahteraan, dan perdamaian global.] 

scholarly journals MENINGKATKAN HASIL BELAJAR PAI DENGAN MENERAPKAN STRATEGI THINK-TALK-WRITE DALAM KELOMPOK KECIL DI SMA NEGERI 1 KOTO GASIB

2020 ◽  
Vol 11 (2) ◽  
pp. 136
Author(s):  
Abdul Rokhim
Keyword(s):  
Learning Outcomes ◽  
Small Groups ◽  
Learning Model ◽  
Learning Activities ◽  
Islamic Education ◽  
Learning Approach ◽  
Muslim Students ◽  
Innovative Learning ◽  
Data Collection Technique ◽  
Academic Year

This study aims to determine the increase in the ability of teachers to apply innovative learning with the Think-Talk-Write strategy in small groups as an alternative to improving the learning outcomes of Islamic Education in the material of Rasul-Rasul that is the Lover of Allah SWT. Think-Talk-Write (TTW) is a learning model developed by Huinker and Laughlin. In this learning model, students are encouraged to think, talk, and then write about a topic. This action research was conducted at SMA Negeri 1 Koto Gasib in Class XI, with 29 students consisting of 27 Muslim students and 2 non-Muslim students. This research took place in Semester Two of the 2018/2019 Academic Year. The data collection technique of this research was observation, distributing questionnaires and daily tests / tests. From the learning activities with the Think-Talk-Write strategy in small groups that have been conducted in this study, it can be seen that there has been an increase in learning outcomes. Therefore, this learning approach is very suitable in class to help students enlarge their knowledge.

scholarly journals SUMBANGSIH PESANTREN DALAM HISTORIOGRAFI NUSANTARA SEBUAH KAJIAN PENDIDIKAN ISLAM

2017 ◽  
Vol 1 (1) ◽  
pp. 61
Author(s):  
Jasminto Jasminto
Keyword(s):  
General Education ◽  
Religious Education ◽  
Educational Institution ◽  
Islamic Education ◽  
Standard Of Living ◽  
Educational Institutions ◽  
Educational Goals ◽  
Diverse Society ◽  
History Of ◽  
The Moment

Pesantren as an Islamic educational institution in Indonesia has a meaning and role that is very urgent in order to improve the standard of living and maintain tolerance in a diverse society. The journey of pesantren as an institution that concentrates on the field of education requires mutual attention. The existence of Pesantren is the mandate of the nation, even before the independence of Indonesia, while its implementation at the moment is the implementation of the joint responsibility in accordance with the mandate in the Preamble of the 1945 Constitution of paragraph IV and Article 31 of the 1945 Constitution. The development in Indonesia is carried out by various institutions education both general education and Islamic education that has a different background. The Pesantren as an Islamic educational institution that is built and developed in Indonesia is one type of Islamic education of Indonesia that is both traditional and modern to deepen the knowledge of Islam, live in society and nation. Historically, the development of pesantren in Indonesia has different backgrounds, styles and roles, as well as the struggle to realize national educational goals framed in Islamic religious education. Thus, in this study will be discussed a brief history of Islamic boarding schools, Islamic education in Indonesia as well as about pesantren as educational institutions that have a characteristic nationality.

scholarly journals The Rahmah El-Yunusiyah's Dedication in Islamic Education for Women in Indonesia

2020 ◽  
Vol 3 (3) ◽  
pp. 96-106
Author(s):  
Rhoni Rodin ◽  
Miftahul Huda
Keyword(s):  
Religious Education ◽  
Islamic Education ◽  
Domestic Sphere ◽  
The Public ◽  
Analysis Technique ◽  
West Sumatra ◽  
History Of ◽  
The Public Sphere ◽  
The Sacrifice

The history of Islamic education in Indonesia, apart from having a traditional character, not all women have had the opportunity to pursue education. The society paradigm considers that women are only weak creatures who do not need higher education. This has an impact on the role of women only in the domestic sphere, which does not have a broad role in the public sphere in society. Such social conditions moved the heart of a reformer figure in Islamic education from West Sumatra, named Rahmah el-Yunusiyah. The purpose of this study was to determine the sacrifice and struggle of Rahmah el-Yunusiah in the field of education and Rahmah el-Yunusiyah's views on the essence of Islamic religious education. She is the first female Islamic education figure to pay attention to the importance of education for women. She realizes that education is the main means to improve the position of women in the global life order. In this study using a qualitative approach. The method used is a research library. The data analysis technique used is content analysis. The result of this research shows that Rahmah el-Yunusiyah's dedication in Islamic education for women is that she founded the Diniyah school Puteri. According to him, religious education (Islam) according to him is the basis for the formation of human character, and becomes the essence for other activities. Keywords:  Rahmah el-yunusiyah, Islamic education, Dedication a Good Women

scholarly journals DIGITAL LITERACY AND EDUCATORS OF ISLAMIC EDUCATION

2021 ◽  
Vol 10 (01) ◽  
pp. 569
Author(s):  
Sunarti Suly Eraku ◽  
Mohamad Karmin Baruadi ◽  
Samuel PD Anantadjaya ◽  
Siti Fadjarajani ◽  
Ucup Supriatna ◽  
...  
Keyword(s):  
Religious Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Digital Literacy ◽  
Digital Age ◽  
Islamic Education ◽  
Learning Approach ◽  
Digital Era ◽  
Information And Communication

From the teacher's approach to students to the use of media in learning, the learning process has changed dramatically in this digital era. Islamic Religious Education teachers must improve their competence due to the stigma that they are "old teachers" who have difficulty keeping up with developments in the world of information and technology in learning. The purpose of this research is to describe the competence of Islamic Religious Education teachers in the digital age. As a result, the study clearly discusses the competence of teachers and learning in the digital era, as well as the challenges, as well as the strategies of Islamic Religious Education teachers in overcoming the challenges of learning in the digital era. A literature review from several journals and related references was used to demonstrate how a teacher should be in the digital era. Teachers in the digital age must be able to use an information and communication technology-based learning approach to make it easier for students to follow because the information they receive from cyberspace is extremely fast. Finally, Islamic Religious Education teachers must improve their ability to use technology and information-based learning media in the classroom and move away from textbooks. So that the learning process achieves its objectives and provides students with numerous opportunities to develop their learning creativity.

scholarly journals Islamic Education in a Pluralistic Society

2011 ◽  
Vol 49 (2) ◽  
pp. 411-431
Author(s):  
M. Agus Nuryatno
Keyword(s):  
Religious Education ◽  
Islamic Education ◽  
Muslim Students ◽  
Pluralistic Society ◽  
Common Enemy ◽  
Religious Teaching ◽  
The Common

The focus of this paper concerns how to construct an Islamic education that corresponds to a pluralistic society like Indonesia’s. To answer this question it refers to a theory of religious education that consists of three models: in, at, and beyond the wall. Religious education in the wall is a model of religious education that’s only concern is with its own religion, without connecting it with other religions. The second model is religious teaching at the wall, where students are not only taught about their own religion but is also connected with other religions. The last model is religious education beyond the wall, which means helping students to work together with people of other faiths for peace, justice, and harmony. From these models, the dominant practice of Islamic education is based on the first model, religious teaching in the wall. For this reason, I shall argue that it is necessary to shift the model of Islamic teaching from in to at and beyond the wall, in order for Muslim students to not ignorant of other religions and to make them able to work together with other students of different faiths to combat the common enemy of religions such as violence, poverty, corruption, manipulation, and the like. To make Islamic teachers capable of implementing this model of religious teaching, it is necessary to have types of religiosity that correspond to it, namely inclusive-pluralist religiosity, critical-reflective religiosity, multicultural religiosity, humanist religiosity, and social-active religiosity.[Pertanyaan inti yang hendak dijawab melalui artikel ini adalah bagaimanamengkonstruk pendidikan Islam yang sesuai dengan masyarakat plural seperti Indonesia. Untuk menjawab pertanyaan tersebut, penulis merujuk teori pendidikan agama yang terdiri dari tiga model: in, at, dan beyond the wall. Pendidikan agama in the wall adalah model pendidikan agama yang hanya memperhatikan agama sendiri tanpa mendialogkan dengan agama yang lain. Model kedua, pendidikan agama at the wall, tidak hanya mengajar siswa tentang agama mereka sendiri, tapi juga agama yang lain. Model terakhir adalah pendidikan agama beyond the wall, yang membantu siswa untuk bekerjasama dengan siswa lain meski berbeda agama demi tegaknya perdamaian, keadilan, dan harmoni. Dari ketiga model ini, praktek dominan pendidikan Islam didasarkan pada model pertama, yaitu pendidikan agama in the wall. Untuk itu penulis berargumen bahwa sudah saatnya untuk menggeser model pendidikan agama dari in ke at dan beyond the wall, agar siswa Muslim tahu dan kenal akan agama yang lain dan menjadikan mereka mampu bekerjasama dengan siswa lain yang memeluk agama berbeda dengan tujuan memerangi musuh utama agama, yaitu kekerasan, kemiskinan, korupsi, manipulasi, dan sejenisnya. Agar guru-guru agama Islam mampu menerapkan model pendidikan agama seperti ini, maka mereka perlu memiliki model-model keagamaan yang sesusai dengan spirit tersebut, seperti model keagamaan inklusif-pluralis, kritis-reflektif, multikultural, humanis, dan aktif-sosial.]

scholarly journals Konsep penalaran bayani, irfani dan burhani pada pembelajaran aqidah ahlak dalam pendidikan islam

2020 ◽  
Vol 3 (2) ◽  
pp. 89-97
Author(s):  
Yayuk Purwati ◽  
Aulia Diana Devi
Keyword(s):  
Religious Education ◽  
Modern Architecture ◽  
Islamic Education ◽  
Muslim Community ◽  
Global Issues ◽  
The Third ◽  
History Of ◽  
The Times ◽  
Islamic Civilization ◽  
Curriculum Organization

This paper aims to describe the concept of reasoning bayani, irfani and burhani on the learning of Aqidah Akhlak in Islamic education. aqidah akhlak learning innovations in Islamic education in schools to overcome the growth of children. The direction and purpose of Islamic education is to foster students with early integrity and national loyalty, so that it is necessary to multiply its efforts in the field of science. Some aspects of science that need attention include: First, updating the epistemological method of the history of Islamic civilization and learning from the relevant curriculum organization. Second, the epistemological paradigm reform of Bayani's reasoning aims to be Abid al-Jabiri's trilogy of reasoning, namely Bayani reasoning, Irfani reasoning and Burhani reasoning in the learning of Aqidah Akhlak. All three are very linear reasoning that goes hand in hand but still only bayani is made a top priority. And the third circular linking between the three and all reasoning can complement each other. And thirdly in accordance with the value of global issues in the learning materials aqidah Akhlak, as well as the progress of the times and the complexity of the issues faced by mankind, especially the Muslim community, the issue must be acted on locally but globally. This is a response to the progress of modern architecture, so Islamic religious education in the school is very necessary and needs to be considered its existence.

scholarly journals Islamic religious education at the heart of the secular problem-space in Belgium

2020 ◽  
pp. 003776862097427
Author(s):  
Mieke Groeninck
Keyword(s):  
Religious Education ◽  
Islamic Education ◽  
Problem Space ◽  
Belgian Society ◽  
Secular Problem ◽  
History Of ◽  
Entire History ◽  
Continuous Problem

This article aims at providing an answer to why and how, during the entire history of Islamic institutionalization in Belgium, Islamic education has remained at the centre of discussions concerning the place of Islam in Belgian society and in the formation of Belgian Muslim citizens. This question is differently approached in the northern/Flemish and southern/francophone part of the country, depending on specific historical sensibilities. By placing the figure of the Islamic teacher in the longer history of Belgian federalization and school struggles over the ‘soul of the child’, this article will simultaneously provide a reflection on Belgian secularism as a continuous ‘problem-space’ in which new and old ‘secularizers’ and ‘sacralizers’ are constituted and sustain the very question of politics’ relation to religion and vice versa.

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