scholarly journals Pesantren as a Basis for Internalization of Pluralistic Values for Preparing a Democratic Citizens in a Diverse Society

2017 ◽  
Vol 25 (2) ◽  
pp. 419
Author(s):  
Abdul Rohman
Keyword(s):  
School Culture ◽  
Religious Education ◽  
Diverse Society

<p>Indonesia, as a pluralistic country, has potentialities of conflict at anytime as frequent violence has happened in Indonesia. Therefore, pluralism value has to be early introduced to the students in order to make them accustomed to a democratic attitude, and in turn, able to live in the diverse society harmoniously. Education has an important role to instill pluralism and tolerance values to students. It is a strategic way to socialize the values of tolerance, moderation, respect, and empathy, and to develop an attitude for learners in responding to the pluralism. This study will qualitatively discuss the role of <em>pesantren</em> in internalizing pluralism values to students in responding to a diverse society. It focuses on how the curriculum is constructed, instruction is done for the sake of creating a school culture for holding education that addresses pluralistic values. This study shows that pesantren with a pluralism based religious education is an effective basis for internalizing the values of pluralism to perform tolerance and inclusiveness to prepare the students to live in a pluralistic or diverse society.</p><p>Indonesia, sebagai negara majemuk, memiliki potensi konflik yang bisa terjadi sewaktu-waktu dan hal ini bisa berujung pada kekerasan. Oleh karena itu, nilai pluralisme harus diperkenalkan lebih awal kepada siswa agar membuat mereka terbiasa dengan sikap demokratis, dan pada gilirannya, mampu hidup secara harmonis dalam masyarakat yang beragam. Pendidikan memiliki peran penting untuk menanamkan nilai pluralisme dan toleransi kepada siswa. Pendidikan merupakan media strategis untuk mensosialisasikan nilai toleransi, moderasi, rasa hormat, dan empati, dan untuk mengembangkan sikap bagi peserta didik dalam menanggapi pluralisme. Studi kualitatif ini akan membahas peran pesantren dalam menginternalisasikan nilai pluralisme kepada siswa dalam menanggapi masyarakat yang beragam. Studi difokuskan pada bagaimana kurikulum dibangun, pembelajaran dilakukan untuk menciptakan budaya sekolah dalam menyelenggarakan pendidikan yang membahas nilai-nilai pluralistik. Studi ini menunjukkan bahwa pesantren dengan pendidikan agama berbasis pluralisme merupakan dasar yang efektif untuk menginternalisasikan nilai-nilai pluralisme untuk memiliki sikap toleransi dan inklusivitas untuk mempersiapkan siswa hidup dalam masyarakat majemuk.</p>

scholarly journals Deutsche Schule urbana - Collegio Allemão de Pelotas na rota da Verein Für das Deutschtum im Ausland (V.D.A.), 1921-1925, 1933 / Urban Deutsche Schule – German College of Pelotas on the Verein Für das Deutschtum im Ausland (V.D.A.) Route, 1921-1925, 1933

2019 ◽  
Vol 2 (6) ◽  
pp. 80
Author(s):  
Maria Angela Peter da Fonseca ◽  
Elomar Antonio Callegaro Tambara
Keyword(s):  
School Culture ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
The South ◽  
Educational Project ◽  
Cultura Escolar ◽  
Didactic Material ◽  
German College

Neste artigo enfoca-se o papel dos visitantes que chegavam à Deutsche Schule urbana, Collegio Allemão de Pelotas, no sul do Rio Grande do Sul, provenientes da Verein für das Deutschtum im Ausland (V.D.A.), (Sociedade de Apoio ao Deutschtum no Exterior), em 1921, 1923, 1924, 1925 e 1933, situada em Hamburgo e Berlim, na Alemanha. O objetivo desses visitantes era inspecionar o projeto educacional alemão e a manutenção do Deutschtum, que mesclava elementos do nacionalismo alemão, vigente, à cultura escolar deste educandário em tempos de Nacionalização do Ensino no Brasil. Consequência dessas visitas era o envio de livros, material didático e professores alemães, bem como a troca de correspondência entre os alunos do educandário de Pelotas e alunos alemães. Trata-se de pesquisa qualitativa, bibliográfica e documental cujas fontes principais são os Relatórios Escolares da Deutsche Schule de Pelotas dos anos 1921, 1923, 1924, 1925 e 1933.* * *This paper focuses on the role of visitors arriving at the urban Deutsche Schule, German College of Pelotas, in the south of Rio Grande do Sul from the Verein für das Deutschtum im Ausland (VDA), a Society for Supporting Deutschtum Abroad, in 1921, 1923, 1924, 1925 and 1933, located in Hamburg and Berlin, Germany. The purpose of these visitors was to inspect the German educational project and the maintenance of the Deutschtum, which merged elements of German nationalism, in force, into the school culture of this educandário in times of Nationalization of Teaching in Brazil. The consequence of these visits was the sending of books, didactic material and German teachers, as well as the exchange of correspondence between the students of the educator of Pelotas and German students. It is a qualitative, bibliographical and documentary research whose main sources are the School Reports of the Deutsche Schule of Pelotas of years 1921, 1923, 1924, 1925 and 1933.

Fostering Cultural Responsiveness in an Urban High School: A Case Study

2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Future Research ◽  
Student Needs ◽  
Theoretical Frameworks ◽  
Teacher Needs

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.

Cultural Education towards Exclusivism. Or, the Role of Education in shaping Exclusivism

DIALOGO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 94-109
Author(s):  
Tudor-Cosmin Ciocan ◽  
Constantin Cucos ◽  
Maria Ciocan
Keyword(s):  
Religious Education ◽  
Educational System ◽  
Social Consequences ◽  
Present Approach ◽  
Human Beings ◽  
Cultural Education ◽  
Radical Pedagogy ◽  
Traditional System ◽  
The Way

The way in which the “traditional” system of education ends up deflecting people's attention from the things that make us, human beings, a whole, a species, and a unity, is constantly and ascendingly challenged and thought against. Currently, we need to find out what features of the former educational system, especially those institutionalized, maintained by the school and society, are highlighted here to be eliminated and what is their authentic value in the system. In the present approach, we will refer, as an example, to religious education. These characteristics that we intend to discuss here do not target a “radical” pedagogy but question the educational system in relation to the inclusion-exclusion binomial. The stereotype, bias, and pretentious choices strained by exclusivism through education actually dehumanize us and stress on features that do not honor us. Is it possible to ever lose them along with all their harmful social consequences?

Relationships Between Emotional Intelligence, Leadership Style, and School Culture

2017 ◽  
Vol 8 (3) ◽  
pp. 25-43
Author(s):  
Mirta R. Segredo ◽  
Peter J. Cistone ◽  
Thomas G. Reio
Keyword(s):  
Emotional Intelligence ◽  
School Culture ◽  
Transactional Leadership ◽  
Leadership Style ◽  
Hierarchical Regression ◽  
Leadership Strategies ◽  
Ex Post ◽  
Ex Post Facto ◽  
Transformational And Transactional Leadership

Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.

THE ROLE OF THE ADMINISTRATOR IN RELIGIOUS EDUCATION

1965 ◽  
Vol 60 (5) ◽  
pp. 370-374, 402
Author(s):  
Emanuel Baum
Keyword(s):  
Religious Education

Examining the role of leadership, trust for school culture and policy

2017 ◽  
Vol 52 (S2) ◽  
pp. 983-1006 ◽  
Author(s):  
Figen Yaman Lesinger ◽  
Fahriye Altinay ◽  
Zehra Altinay ◽  
Gökmen Dagli
Keyword(s):  
School Culture

scholarly journals The Role of Religion in Turkish-Uzbek Relations

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
A. Sh. Sharipov ◽  
Keyword(s):  
Religious Education ◽  
The State ◽  
Islamic Finance ◽  
Religious Activity ◽  
Religious Control ◽  
Religion And State ◽  
State Relations ◽  
Role Of Religion ◽  
Ruling Party

This article analyzes the role and place of religion in Uzbek-Turkish relations. In both countries, the Sunni sect of Islam is predominant. In Uzbekistan, religion is separated from the state, and religious activity is fully controlled by the state. The ruling party in Turkey makes extensive use of Islamic elements in governing. Mirziyoyev's rise to power in Uzbekistan marked the beginning of religious cooperation. In Uzbekistan, where religious control has been strong for many years, various forms of religious education, such as Islamic finance and foundation work, have been inactive. Today, after Saudi Arabia and Iran, Turkey claims to be a leader in the Islamic world. The extent to which Turkey's experience in religion and state relations is relevant to Uzbekistan is important.

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