scholarly journals INTEGRASI UNSUR HUMANISASI, LIBERASI DAN TRANSIDENSI DALAM PENDIDIKAN AGAMA ISLAM

2016 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Masbur Masbur
Keyword(s):  
Social Sciences ◽  
Human Dignity ◽  
Islamic Education ◽  
Human Values ◽  
Human Being ◽  
Social Unrest ◽  
Community Needs ◽  
Personal Community ◽  
The Right ◽  
Islamic Values

Islam is a religion of tolerance for adherents and giving attitude to provide benefit to the nation in various dimension of life. Humanization is the planting of Islamic values towards the human nature through education. Humanization of education means the whole element in education that reflects the integrity of the human being and to help people become more humane. Liberalism as a doctrine of freedom is the right of every human being. Giving freedom is a recognition of human dignity, the basis concept of humanism. The values of freedom in Islam would not exist if it is not based on a deep feeling in one's personal, community needs, obedience to God and human values. Islamic education as a process of humanization require the principle of freedom to develop the potential of learners optimally. Liberalism as a doctrine of freedom is the right of every human being. Nobody is willing pressed or deprived of his rights. Therefore, every human being has the right to get freedom. Giving freedom is a recognition of human dignity, the basis concept of humanism. The values of freedom in Islam would not exist if it is not based on a deep feeling in one's personal, community needs, obedience to God and human values. Islamic education as a process of humanization require the principle of freedom to develop the potential of learners optimally. Implementation of education it is impossible to reach the goal or target if they do not give freedom. transcendental dimension of transcendence is to grow in culture. Such social sciences, then Muslims will be able to straighten out steps the development of science that's happening now and can dampen social unrest and other criminal acts that currently characterizes the lives of many. Islam contributes good activity, but in accordance with the Shari'a should implementation predetermined.

scholarly journals Pemikiran Pendidikan Islam Pada Era Kontemporer

2018 ◽  
Vol 10 (1) ◽  
pp. 79-91
Author(s):  
Sain Hanafy
Keyword(s):  
General Education ◽  
Human Life ◽  
Islamic Education ◽  
Development Effort ◽  
Human Beings ◽  
Psychology Education ◽  
Educational Thought ◽  
Points Of View ◽  
The Right ◽  
Islamic Values

This paper discusses the development of contemporary Islamic education by describing the thoughts of Abdurrahman Mas'ud, Hasan Langgulung, and Abdul Munir Mulkhan. Abdurrahman Mas'ud offers the humanistic and religious format of nondikotomic education, which connects human beings with their God (Hablum Minallah) and between human and human (Hablum Minannas). The purpose of education according to him is to prepare life in the world and the hereafter. Hasan Langgulung offers an idea of the principles of Islamic education. According to him, education can be viewed from two points of view. First, from  the perspective of society, that education is a process of cultural inheritance, from the old generation to the younger generation, so that the community can maintain its personality with the basis of Islamic values. Second, from individual perspective, education means the development effort of individual potentials to be actualized concretely so that the results can be beneficial to individuals and society. Langgulung educational thinking is based on the perspective of psychology, education is needed to meet and maintain the sustainability of human life. While Abdul Munir Mulkhan's educational thought is more influenced by a sociological perspective critically. In general, education only prioritizes aspects of intelligence (cognition) and skills (psychomotor), thus ignoring the aspects of personality (emotional). Therefore, he argues, spiritual reasoning is the solution to the philosophical problems of education because the personality or consciousness of manners will increase religiosity (spiritual intelligence) as the base of creative consciousness. According to Mulkhan, education is the right of human beings in maintaining humanitarian agreements so that in their life will realize the awareness of pluralism in the society

scholarly journals PEMIKIRAN PENDIDIKAN ISLAM PADA ERA KONTEMPORER

2018 ◽  
Vol 10 (1) ◽  
pp. 79-91
Author(s):  
Sain Hanafy
Keyword(s):  
General Education ◽  
Human Life ◽  
Islamic Education ◽  
Development Effort ◽  
Human Beings ◽  
Psychology Education ◽  
Educational Thought ◽  
Points Of View ◽  
The Right ◽  
Islamic Values

This paper discusses the development of contemporary Islamic education by describing the thoughts of Abdurrahman Mas'ud, Hasan Langgulung, and Abdul Munir Mulkhan. Abdurrahman Mas'ud offers the humanistic and religious format of nondikotomic education, which connects human beings with their God (Hablum Minallah) and between human and human (Hablum Minannas). The purpose of education according to him is to prepare life in the world and the hereafter. Hasan Langgulung offers an idea of the principles of Islamic education. According to him, education can be viewed from two points of view. First, from the perspective of society, that education is a process of cultural inheritance, from the old generation to the younger generation, so that the community can maintain its personality with the basis of Islamic values. Second, from individual perspective, education means the development effort of individual potentials to be actualized concretely so that the results can be beneficial to individuals and society. Langgulung educational thinking is based on the perspective of psychology, education is needed to meet and maintain the sustainability of human life. While Abdul Munir Mulkhan's educational thought is more influenced by a sociological perspective critically. In general, education only prioritizes aspects of intelligence (cognition) and skills (psychomotor), thus ignoring the aspects of personality (emotional). Therefore, he argues, spiritual reasoning is the solution to the philosophical problems of education because the personality or consciousness of manners will increase religiosity (spiritual intelligence) as the base of creative consciousness. According to Mulkhan, education is the right of human beings in maintaining humanitarian agreements so that in their life will realize the awareness of pluralism in the society.

KURIKULUM PENDIDIKAN INDONESIA; ANTARA ADAB DAN INTELEKTUAL

2019 ◽  
Vol 8 (1) ◽  
pp. 56
Author(s):  
M. Feri Firmansyah
Keyword(s):  
Social Sciences ◽  
Applied Sciences ◽  
Character Education ◽  
Islamic Education ◽  
Education Curriculum ◽  
Historical Literature ◽  
The Right

Education Indonesia is launching Character Education, which is education that aims to build the character of students to become civilized intellectuals. But it becomes an anomaly, because in reality the students sometimes underestimate their teacher. This means that here Indonesia Education has not found the right formula for this concept. Different from the concept of Islamic Education, where Islamic Education is more comprehensive in shaping the character of students, namely through strengthening the spirit of their faith and adab. In other words, in the historical literature of the Islamic Education curriculum there are two, namely the Curriculum of Faith and the Koran. After Faith and Al-Quran strong students then they recognize applied sciences, such as science, Social Sciences and so forth.

Menschenwürde als das Menschenrecht - Zur Grundlegung eines theologischen Begriffs des Rechts

1991 ◽  
Vol 35 (1) ◽  
pp. 96-112 ◽  
Author(s):  
Traugott Koch
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Critical Comment ◽  
Current Debate ◽  
Human Being ◽  
The Right

Abstract On the basic of a critique of the conventional theological ethic it is shown that the unconditional dignity of every human being, independent of status, thought and religion is grounded theologically in the freedom offaith. Human dignity, however, is wholly inconceivable ifit does not include the right oflife and human rights for every human being also. From this principle a theological term of modern )formal< law is developed and a critical comment is given on the current debate on the various charters of human rights

scholarly journals Bioethics and Biolaw in the Vaccine against COVID 19 in Brazil

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Eliana Aló Silveira
Keyword(s):  
Legal System ◽  
Human Dignity ◽  
Fundamental Rights ◽  
Human Being ◽  
Right To Life ◽  
Federal Constitution ◽  
Democratic State ◽  
Ethical Content ◽  
The Face ◽  
The Right

The pandemic that was caused by COVID 19 made the world rethink ethical principles, morals, and justice, but always side by side with science. Never has bioethics been thought of so much, as a science that aims to provide the ethical content so that the human being is treated with dignity in the face of scientific techniques that concern life. Bio law as a branch of legal science reveals itself as an indispensable branch to the legal system, to regulate and reconcile biotechnological advances with the principle of human dignity, founded on democracy and the defense of fundamental rights. In the international sphere, the right to life is foreseen in art. 4 of the 1969 American Convention on Human Rights, a document that was ratified by Brazil and comes from the regional system. In the Brazilian legal system, the provision is in article 1, clause III, of the Federal Constitution of 1988, which established human dignity as the foundation of the Democratic State of Law, also regulating, in article 5, the right to life. Starting from these guidelines that the human being should not be considered a "thing", or an instrument, the thought, even if philosophical, can lead to important conclusions in the field of scientific experimentation, especially with what has been happening in relation to the vaccines for COVID-19, that even if approved by a committee and following international protocols, one cannot guarantee with them the absolute protection of human dignity, principles of bioethics and fundamental human values. And, because of these discussions, the courts are urged to manifest themselves about the refusals of workers to be vaccinated.

scholarly journals Epistemologi dan ontologi pendidikan Islam

At- Tarbawi ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 132-139
Author(s):  
Maturidi .
Keyword(s):  
Human Dignity ◽  
Human Person ◽  
Islamic Education ◽  
Journal Articles ◽  
Research Activity ◽  
Work Related ◽  
Education Crisis ◽  
Library Research ◽  
The Subject ◽  
Islamic Values

The education crisis, especially Islamic education, will greatly affect social policies or behaviour, it requires us to continue to develop education, especially in the field of Islamic education. Education, in general, is within the scope of roles, functions and goals that are not different. All aim to uphold human dignity as well as the goals of Islamic education. This study aims to determine the objectives of Islamic education, epistemology and ontology of Islamic education. This research is a type of library research, which is a research activity carried out by collecting data from various types of literature from the library. So, in this study, the author will collect data from various literature from books, journal articles and other types of work related to the subject matter of this article. The results showed that Islamic education aims to manifest Islamic values in the human person that Muslim educators strive for through a process that results in a student with a Muslim personality, faith, piety, and knowledge so that they can develop themselves into obedient servants of Allah.

scholarly journals KONSEP PENDIDIKAN HUMANIS DALAM PENGEMBANGAN PENDIDIKAN ISLAM

2020 ◽  
Author(s):  
muh. idris
Keyword(s):  
Human Dignity ◽  
Islamic Education ◽  
Human Values ◽  
Main Concern ◽  
Education Development ◽  
Global Village ◽  
Humanistic Education ◽  
The World

Abstrak: Tulisan ini mengkaji konsep pendidikan humanis dalam pengembangan pendidikan Islam. Dalam kancah pergulatan global dewasa ini kekhawatiran yang muncul adalah hancurnya rasa kemanusiaan dan terkikisnya semangat religius serta kaburnya nilai-nilai kemanusiaan. Globalisasi menjadikan dunia tampak lebih transparan dan terbuka, yang diibaratkan seperti kehidupan desa yang tidak mengenal jarak. Untuk mengantisipasi hal ini, diperlukan pendidikan humanis dalam pengembangan pendidikan Islam. Penulis berkesimpulan bahwa pendidikan humanis dalam bingkai pendidikan Islam, merupakan suatu sistem pemanusiaan manusia yang unik, mandiri, dan kreatif. Dengan kata lain, memandang manusia sebagai makhluk ciptaan Tuhan dengan potensi yang dimilikinya, dan membangun karakter dalam diri manusia yang menghargai martabat manusia sebagai makhluk yang paling sempurna.Abstract: The Concept of Humanistic Education in the Development of Islamic Education.This research examines the concept of humanistic education in the development of Islamic education. What is the main concern of today’s global struggle is the degrading humanity and diminishing the spirit of religiosity and human values. Globalization turns the world to be more transparent and widely open, which is akin to global village without limited by any boundary. To anticipate this situation, humanistic education is urgently required in Islamic education development. The author concludes that humanistic education in the framework of Islamic education is a unique, independent and creative system of humanizing human. In other words, it views humans as creature of God with all potentials, and construct human character that respect human dignity as being the perfect human creatures.

scholarly journals KONSEP PENDIDIKAN HUMANIS DALAM PENGEMBANGAN PENDIDIKAN ISLAM

2014 ◽  
Vol 38 (2) ◽  
Author(s):  
Muh. Idris
Keyword(s):  
Human Dignity ◽  
Islamic Education ◽  
Human Values ◽  
Main Concern ◽  
Education Development ◽  
Global Village ◽  
Humanistic Education ◽  
The World

<p>Abstrak: Tulisan ini mengkaji konsep pendidikan humanis dalam pengembangan pendidikan Islam. Dalam kancah pergulatan global dewasa ini kekhawatiran yang muncul adalah hancurnya rasa kemanusiaan dan terkikisnya semangat religius serta kaburnya nilai-nilai kemanusiaan. Globalisasi menjadikan dunia tampak lebih transparan dan terbuka, yang diibaratkan seperti kehidupan desa yang tidak mengenal jarak. Untuk mengantisipasi hal ini, diperlukan pendidikan humanis dalam pengembangan pendidikan Islam. Penulis berkesimpulan bahwa pendidikan humanis dalam bingkai pendidikan Islam, merupakan suatu sistem pemanusiaan manusia yang unik, mandiri, dan kreatif. Dengan kata lain, memandang manusia sebagai makhluk ciptaan Tuhan dengan potensi yang dimilikinya, dan membangun karakter dalam diri manusia yang menghargai martabat manusia sebagai makhluk yang paling sempurna.</p><p><br />Abstract: The Concept of Humanistic Education in the Development of Islamic Education.This research examines the concept of humanistic education in the development of Islamic education. What is the main concern of today’s global struggle is the degrading humanity and diminishing the spirit of religiosity and human values. Globalization turns the world to be more transparent and widely open, which is akin to global village without limited by any boundary. To anticipate this situation, humanistic education is urgently required in Islamic education development. The author concludes that humanistic education in the framework of Islamic education is a unique, independent and creative system of humanizing human. In other words, it views humans as creature of God with all potentials, and construct human character that respect human dignity as being the perfect human creatures.</p><p><br />Kata Kunci: pendidikan, humanis, Islam, globalisasi.</p>

scholarly journals Hombre, persona y dignidad Man, Person and Dignity

2017 ◽  
Author(s):  
Carlos Ramos Rosete
Keyword(s):  
Social Sciences ◽  
Human Rights ◽  
Human Dignity ◽  
Saint Thomas Aquinas ◽  
Human Person ◽  
Thomas Aquinas ◽  
Human Being ◽  
Philosophical Reflection ◽  
Human And Social Sciences ◽  
Social Discipline

Toda disciplina de tipo humanista o de carácter social asume como uno de sus presupuestos fundamentales una noción de lo que es el ser humano. Llevar a cabo una reflexión de tipo filosófico sobre las nociones de hombre, persona y dignidad se vuelve imprescindible para aclarar elementos antropológicos que son fundamentos teóricos de las ciencias humanas y sociales. La palabra “hombre” admite significados que en parte coinciden y en parte difieren con la noción de persona. La expresión “persona humana” no es siempre una redundancia. Siguiendo el pensamiento de Santo Tomás de Aquino, que distingue entre las nociones de hombre y persona, la subsistencia de la persona humana se vuelve fundamento de la dignidad humana y fuente de los derechos humanos.All humanist or social discipline assumes as one of its fundamental principles an idea of what human being is. Accomplishing a philosophical reflection about the man notions, person and dignity become essential to clarify antropological elements which are theorical fundaments of human and social sciences. The Word man accepts meanings that are partly the same and partly different with the concept of human person, in some way, is not totally a redundancy. Following Saint Thomas Aquinas´s thought who distinguishes between the notions of man and person, it is noted that the subsistency of the human person turns into the human dignity basis and source of all human rights.

Menschenwürde und Anerkennung

2007 ◽  
Vol 51 (1) ◽  
pp. 24-39 ◽  
Author(s):  
Johannes Fischer
Keyword(s):  
Human Dignity ◽  
Early Embryo ◽  
Human Embryos ◽  
Human Being ◽  
Abstract Concept ◽  
Human Beings ◽  
The Core ◽  
Decent Society ◽  
The Right ◽  
Generic Sense

AbstractThe essay discusses two different conceptions of human dignity. According to the first conception, ›respecting the dignity of a human being‹ means to respect something specific that is given by her being human. According to the second conception, however, ›respecting the dignity of a human being‹ means to respect her as a human being. With regard to the first understanding, one is bound to respect human dignity (as an abstract concept), whereas on the basis of the second conception, we owe respect to the human being herself. The duty to respect human dignity serves as a foundation for duties we have with regard to human beings as such. The duty to respect someone as the human being she is, however, is a duty towards her. This duty therefore justifies a right she may claim, namely the right to be respected as a human being. The core of human dignity, then, is this rights-conferring status of being human. This article reacts to the German debate on human embryonic research. Participants in this debate argue that human dignity depends on being human in a generic sense. According to them, the early embryo participates in this sense of being human, which allows them to apply the concept of human dignity, including the absolute protection it entails, to human embryos. The author criticizes this view, claiming that it undermines the very idea of human dignity by neglecting the rights-conferring status of being a particular human being which is at its core. Rather, a »decent society« (Avishai Margalit) is characterized by the fact that its members are treated and respected as (individual) rights-holders.

Sign in / Sign up

Export Citation Format

Share Document