scholarly journals Religious Education as Small ‘i’ Indoctrination: How European Countries Struggle with a Secular Approach to Religion in Schools

2019 ◽  
Vol 9 (4) ◽  
pp. 53-72 ◽  
Author(s):  
Wanda Alberts
Keyword(s):  
Religious Education ◽  
Subject Matter ◽  
Religious Diversity ◽  
Frame Of Reference ◽  
Religious Perspective ◽  
Religious View ◽  
The Subject ◽  
Theological Study ◽  
Almost All ◽  
Heterogeneous Class

This article critically reviews the European religious education landscape and argues that a religious notion of religion prevails in most models, not only in confessional RE but also in integrative models and even in so-called alternative subjects that are compulsory for pupils who do not take part in confessional RE. Thus, schools in Europe provide hardly any chance for pupils to acquire a secular perspective on religion and religious diversity, based on a non-theological study of religion. Furthermore, the explicitly or implicitly religious character, particularly of integrative approaches or obligatory alternative subjects to confessional RE, is frequently hidden or played down. Building on analyses of separative (Germany) and integrative (Norway, England) models of RE, the article argues that carefully distinguishing between religious and secular approaches to religion in school is a serious human right’s issue, not least because only secular approaches may be compulsory. The predominant religious framing of religion – that is always linked to confirming the exceptional position of Christianity among the religions in RE – in combination with an actual lack of secular alternatives creates a climate of what may be called ‘small ‘i’ indoctrination’, i.e., an unquestioned discursive hegemony of a particular (Christian) notion of religion as a frame of reference for almost all education about religion, which is, furthermore, often represented as if it constituted not a particular religious view of religion, but a kind of universal perspective on religion. This results in highly problematic conceptualisations, both of religion in general and individual religions – most visibly in stereotyping ‘other’ religions, that are not complemented with an unbiased secular perspective. Thus, the subject matter religion is widely exempted from the secular approach to education in European schools, while a particular religious perspective on religion is promoted, even in models that are designed for all pupils of a religiously heterogeneous class.

scholarly journals PERAN GURU DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERWAWASAN MULTIKULTURAL

MADRASAH ◽  
2013 ◽  
Author(s):  
Nur Fauziah
Keyword(s):  
Religious Education ◽  
Teaching And Learning ◽  
Religious Diversity ◽  
Mutual Understanding ◽  
Mutual Trust ◽  
Religious Perspective ◽  
National Education ◽  
Cross Border ◽  
Living Together ◽  
Comprehensive Reform

<p>In the context of religious education, multicultural paradigm is the main foundation organizing of teaching and learning process. Religious education requires more than just curriculum transformation, it also changes in the religious perspective of an exclusive view into multicultural outlook, or at least to maintain the views and attitudes of an inclusive and pluralism. Realized or not, these groups are culturally and ethnically distinct advance religion, often the victims of racism and impact of the larger society. Therefore, Islamic religious education as a discipline which include the national education have a duty to inculcate awareness of the differences, considering Islam is the majority religion in Indonesia, the postscript is a multi religious country. Growing awareness of religious diversity, required in the new format in the Islamic religious education with teaching multicultural vision. Islamic religious education learning brings a multicultural vision of dialogic approaches to inculcate awareness of living together in diversity and difference. This learning is built on the spirit of equality relationships, mutual trust, mutual understanding and appreciating the similarities, differences and uniqueness, as well as interdepedensi. This is an innovation and an integral and comprehensive reform in charge of religious education that is free of prejudice, racism, ambiguous and stereotyping. Religious education provides recognition of multicultural vision of plurality, learning tool for cross-border encounters, and the indoctrination transform to dialogue.</p>

Ten Years of the Botswana Matrimonial Causes Act—Further Proposals for Divorce Reform

1982 ◽  
Vol 26 (2) ◽  
pp. 163-176
Author(s):  
A. J. G. M. Sanders
Keyword(s):  
Property Rights ◽  
Subject Matter ◽  
Frame Of Reference ◽  
Customary Law ◽  
National Assembly ◽  
High Court ◽  
The Subject ◽  
Court Of Appeal

The Matrimonial Causes Act, 1 of 1973 (Cap. 29:07 of the Laws of Botswana) was passed by the National Assembly on 27 October, 1972. It was assented to by the then President of Botswana, the late Sir Seretse Khama, on 2 February, 1973, and entered into force a week later on 9 February, 1973. The Act applies to civil marriages only, i.e. marriages concluded in terms of the Marriage Act (Cap. 29:01); customary law marriages have been excluded from its operation. As its short title indicates, the Act deals with matrimonial causes, that is to say divorce, judicial separation and the annulment of marriages and matters incidental thereto such as the property rights of spouses, custody, guardianship, maintenance and the jurisdiction of the courts.During its first 10 years of existence the Act has been the subject-matter of many a decision of the High Court and provisions of it have been considered also by the Court of Appeal. Most of these decisions deal with divorce. In academic circles, too, the Act received attention, witness the review by Chris Himsworth in theJournal of African Law. This review was written immediately after the Act came into force. An updated account is therefore appropriate. As I intend to approach the Act from a broader historical and jurisprudential angle, I will deal with it afresh rather than use Himsworth's penetrating but positivistic analysis as a frame of reference.

scholarly journals DOMINASI ‘RITUAL’ AGAMA DALAM BUKU PELAJARAN AGAMA ISLAM (PAI) DI SD 01 LALEBBATA DAN SD MURANTE KOTA PALOPO SULSEL

Al-Qalam ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 93
Author(s):  
Muhammad Abdurrahim Subair
Keyword(s):  
Elementary School ◽  
Learning Strategies ◽  
Religious Education ◽  
Subject Matter ◽  
Research Problem ◽  
General Distribution ◽  
National Education ◽  
Religious Rituals ◽  
Religious Subject ◽  
The Subject

This study focused on the search and identification of problematic use of Islamic Religious Education lesson books Elementary School by taking samples at SD 01 Lalebbata da SD Murante Palopo. The research problem is: how textbooks Islam is exploited? how the utilization of the subject matter in the book and its relevance to the purpose of education to improve students' devotion and shaping behavior that noble ?. Operationalize the descriptive qualitative research method. The results showed that the general distribution of the utilization of the book Islamic Religious Studies (PAI) curriculum, 2006 at State Elementary School (SDN) Palopo not be a critical problem because of the use of BOS funds. Problems then just look at the mechanism of utilization of PAI books, for example in the use of religious subject matter in the book PAI are not relevant to the purpose of national education to create didika participants are devoted to Allah SWT. Relevanan lack is evident from the number of materials over religious rituals (worship) as compared with the material that introduces God as a substance which should dieknali and loved by humans. Learning strategies with the dominant religion of the subject matter more to load the religious rituals can be bad for students, where they're treated early with many television shows that divert them from the love of God.

scholarly journals PENERAPAN TEKNIK MENGKLARIFIKASI NILAI (VALUE CLARIFICATION TECHNIQUE) UNTUK MENINGKATKANPEMAHAMAN BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Martoni Martoni ◽  
Andrizal Andrizal ◽  
Helbi Akbar
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Subject Matter ◽  
Belief System ◽  
Affective Domain ◽  
Islamic Education ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
The Subject

<p><em>The subject of Islamic Education is a subject that focuses on the affective domain or attitude which consists of a vehicle for planting values, morals, and standard norms such as social sense, nationalism, and even a belief system. From the results of interviewing researchers with one of the PAI teachers, it was found that there were several problems in learning Islamic Religious Education including: Students had difficulty understanding Islamic Education subject matter, especially on material, imitating the attitude of Prophet As, Prophet Musa and Prophet Isa. Students also feel bored and bored in learning so that students do not interpret the learning process. The data in this study were obtained from observation, interviews, tests and documentation, with 8 students consisting of 3 men and 5 women. The results of the research on the implementation of the value clarification technique were proven to be able to improve the learning comprehension of fifth grade students in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah Darat District. This can be seen from the results of the Pre-Cycle test of only 25%, Cycle I rose to 41.7%, Cycle II rose to 75% and Cycle III had reached 87.5% in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah District Land.</em></p><p><strong><em>Keywords: </em></strong><em>Value </em>Clarification<em> </em><em>Techniques</em><em>; Learning Understanding.</em></p>

scholarly journals Thoughts on a Pedagogy OF Complexity

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
David Byrne
Keyword(s):  
Physical Education ◽  
Systems Engineering ◽  
Clinical Education ◽  
Subject Matter ◽  
Frame Of Reference ◽  
Educational Systems ◽  
Extensive Literature ◽  
Educational Levels ◽  
Wide Range ◽  
The Subject

There is now a developed and extensive literature on the implications of the ‘complexity frame of reference’ (Castellani & Hafferty, 2009) for education in general and pedagogy in particular. This includes a wide range of interesting contributions which consider how complexity can inform, inter alia, research on educational systems (Cochran-Smith et al., 2014; Radford, 2008) and theories of learning (Mercer, 2011; Fromberg, 2010), as well as work dealing with specific pedagogical domains including physical education (Atencio et al., 2014, Tan et al. 2010), clinical education and in particular the learning of clinical teams (Noel et al., 2013; Bleakley, 2010; Gonnering, 2010), and learning in relation to systems engineering (Thompson et al., 2011, Foster et al., 2001). This material has contributed considerably to my thinking about the subject matter of this essay which is not the implications of complexity for pedagogy but rather how we might develop a pedagogy OF complexity and, more specifically, a pedagogy of what Morin (2008) has called ‘general’ (as opposed to ‘restricted’) complexity. In other words how should we teach the complexity frame of reference to students at all appropriate educational levels?

scholarly journals STANDAR PENILAIAN ASPEK PSIKOMOTORIK PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 7 (1) ◽  
pp. 155-170
Author(s):  
Hatta Fakhrurrozi
Keyword(s):  
Physical Activity ◽  
Religious Education ◽  
Subject Matter ◽  
Test Scores ◽  
Cognitive Assessment ◽  
Performance Skills ◽  
Literature Research ◽  
The Subject ◽  
And Performance ◽  
Assessment Format

Psychomotor assessment is characterized by the presence of physical activity and performance skills by students. Unlike the students 'cognitive assessment, psychomotor assessment is based on the actualization and implementation of students' understanding of the various subject matter that has been obtained in the classroom. In some of the subject matter, psychomotor assessment determines the success of a lesson. This article is a literature research. this article aims to find students' psychomotor assessment format in Islamic Religious Education subject matter. The results of this study conclude that the assessment of the success of learners is not only determined from the cognitive aspects, but also from the affective and psychomotor aspects. Standard psychomotor assessment is made different from the cognitive assessment, that is by way of describing the test scores. Psychomotor assessment should be held by direct observation of learners, can not only practiced by written tests.  

scholarly journals Curriculum Development, Islamic Religious Education, Islamic Elementary School AL Azhar

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Piki Hilman Maas
Keyword(s):  
Curriculum Development ◽  
Religious Education ◽  
Subject Matter ◽  
Learning Experience ◽  
Islamic Education ◽  
Shopping Centers ◽  
Education Curriculum ◽  
Mission School ◽  
The Subject ◽  
The Many

The Islamic Education curriculum is one of the important components to create a generation of morality and martyrs. But the Islamic Religious Education curriculum has been considered only to educate cognitive aspects (transfer of knowladge) and has not touched many affective and psychomotor aspects (transfer of value). This is evident from the many students who have not been able to apply knowledge about their religion such as not performing worship well, speaking harshly and disrespectfully, disrespecting parents and teachers and a group of students who are often in shopping centers and crowds. Therefore, it is necessary to develop an Islamic Education curriculum that accommodates cognitive, affective and psychomotor aspects, so that education is not only a transfer of knowladge but also a transfer of value. Islamic Education curriculum development in this study contains the understanding of the expansion or improvement of the subject matter of the Islamic Religious Education curriculum and what is experienced by students or all efforts (engineering) programmed by Al Islam Azhar 36 Bandung in helping develop the potential of students through learning experience the potential to achieve the vision, mission, school goals. 

scholarly journals Model Pembelajaran Kooperatif Dalam Meningkatkan Minat Belajar Pendidikan Agama Kristen

2021 ◽  
Vol 1 (2) ◽  
pp. 201-222
Author(s):  
Yulia Susanti Pingga
Keyword(s):  
Cooperative Learning ◽  
Religious Education ◽  
Subject Matter ◽  
Positive Response ◽  
Group Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Learning Interest

  This research intends to examine the use of cooperative learning models in Christian Religious Education (PAK) subjects to increase the learning interest of students of class XI IPS 3 SMAN 1 Kupang. This research uses qualitative descriptive methods. Informants are 26 students and 1 PAK teacher. The results revealed that there was a positive response from learners when learning in the classroom was conveyed using the cooperative learning model. This is indicated by indicators: students feel comfortable and happy to follow learning using the cooperative learning model, there is attention from students when the subject matter is delivered using the cooperative learning model as a support to motivate students to be interested in learning activities, students are so interested in following learning by using the cooperative learning model because they get assignments and opportunities to become leaders (leaders) for students. Friends in the group, students are able to remember the material that has been delivered through the cooperative learning model because in group learning they help each other find the material discussed, students can understand the subject matter delivered through the cooperative learning model, as well as the growing interest in learning students when learning materials are delivered using the cooperative learning model. Penelitian ini bermaksud untuk meneliti penggunaan model cooperative learning pada mata pelajaran Pendidikan Agama Kristen (PAK) untuk meningkatkan minat belajar siswa kelas XI IPS 3 SMAN 1 Kupang. Penelitian ini menggunakan metode deskriptif kualitatif. Informan yaitu 26 orang siswa-siswi dan 1 orang guru PAK. Hasil penelitian mengungkapkan bahwa terdapat respon positif dari peserta didik saat pembelajaran di kelas yang di sampaikan dengan menggunakan model cooperative learning. Hal ini ditunjukkan dengan indikator: siswa merasa nyaman dan senang mengikuti pembelajaran dengan menggunakan model cooperative learning, adanya perhatian dari siswa ketika materi pelajaran disampaikan menggunakan model cooperative learning sebagai pendukung untuk memotivasi siswa agar berminat dalam kegiatan pembelajaran, siswa begitu tertarik mengikuti pembelajaran dengan menggunakan model cooperative learning karena mereka mendapat tugas dan kesempatan untuk menjadi ketua (pemimpin) bagi teman-teman dalam kelompok, siswa mampu mengingat materi yang telah disampaikan melalui model cooperative learning karena dalam pembelajaran kelompok mereka saling membantu menemukan materi yang dibahas, siswa dapat memahami materi pelajaran yang disampaikan melalui model cooperative learning, serta bertumbuhnya minat belajar siswa ketika materi pembelajaran disampaikan menggunakan model cooperative learning.

Part 2 Specific Issues of Arbitration in Brazil, 17 Construction Contracts between Private Parties

2020 ◽  
Author(s):  
Tolentino Augusto
Keyword(s):  
Property Rights ◽  
Subject Matter ◽  
Technical Knowledge ◽  
Arbitral Tribunal ◽  
Construction Contracts ◽  
Construction Claims ◽  
The Subject ◽  
Arbitral Proceedings ◽  
Almost All

This chapter describes arbitration involving construction contracts in Brazil. Construction contracts are known for being highly specialized in their form and use of terminology. Among the features of these contracts is the wide use of arbitration as a method of resolving disputes arising in connection with them, especially disputes requiring in-depth technical knowledge. The Brazilian Arbitration Law (BAL) provides that ‘all persons capable of entering into contracts can resort to arbitration to settle disputes referring to transferable property rights and claims. It can be affirmed that almost all construction contracts contemplate these types of rights and claims, which allow the use of arbitration to resolve any disputes arising in connection with those contracts. Moreover, the possibility of having a specialist who knows the subject matter in dispute sitting on the arbitral tribunal is perhaps the greatest advantage of arbitration. With respect to construction claims, this advantage becomes even more salient given the complexity of such claims. The chapter then studies each step of arbitral proceedings concerning construction contracts in Brazil, especially those conducted between private parties.

scholarly journals Religious diversity

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Lionel Obadia ◽  
Ruth Illman
Keyword(s):  
Subject Matter ◽  
Religious Diversity ◽  
Religious Studies ◽  
Analytical Models ◽  
Special Issue ◽  
Asian Religions ◽  
Conceptual Status ◽  
The Subject ◽  
Per Se ◽  
Mixed Systems

The subject matter of this special issue is anything but new: religious diversity has already been widely discussed in theology, philosophy, history and sociology.  (Too) many times, however, diversity has been measured against the yardstick of the changing face of monotheistic models of religion (mainly Christianity). Asian religions have stood at the opposite end of a spectrum of analytical models in religious studies ever since Max Weber’s classic analysis of Asian religions as mixed systems of beliefs per se. This distinction is, nevertheless, rather problematic, and calls for a closer examination of the conceptual status of diversity, and of the forms it assumes in Asian contexts.

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