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.

scholarly journals SEJARAH TRANSFORMASI PENDIDIKAN ISLAM DI INDONESIA

2019 ◽  
Vol 3 (1) ◽  
pp. 96-108
Author(s):  
Ma’mum Aly
Keyword(s):  
Human Resources ◽  
General Education ◽  
Communist Party ◽  
Education System ◽  
Islamic Education ◽  
Colonial Era ◽  
Historical Aspect ◽  
History Of ◽  
The Republic ◽  
Dutch Colonial

This paper examines the history of the transformation of Islamic education in Indonesia according to Ariel Furchan. As a study of literature, then this article refers to the work of Ariel Furchan titled Transformation of Islamic Education in Indonesia: Anatomy Existence Madrasah and PTAI. However, this study is the discussion about Islam in general education from the historical aspect before the colonial Dutch, the Dutch colonial era occur until after the independence of the Republic of Indonesia. The conclusions from this discussion is that the Islamic education of transformation occurred as a result of the dialectic of Islamic education with a phenomenon that occurs or context, both Dutch-style education system, as well as the presence of the Indonesian Communist Party, and even the challenges of globalization and the character of the nation itself. The transformation of Islamic education should be accompanied by the availability of qualified human resources, so that the transformation of Islamic education can work together in every process.

Can we educate a genius? Deliberations on the margins of the writings of Nietzsche

2017 ◽  
pp. 0-0
Author(s):  
Katarzyna Gurczyńska-Sady
Keyword(s):  
Natural History ◽  
Educational System ◽  
Education System ◽  
Traditional Education ◽  
Point Of View ◽  
Education Systems ◽  
History Of ◽  
The Moment ◽  
The Individual ◽  
Education Process

The article deals with the issue of systemic education. The author asks a classic question of whether traditional education systems should concentrate on students with average abilities or maybe they should foster the most talented ones. Considerations on this subject are conducted with regard to the multi-layered thought of Nietzsche, whose position is so invaluable that in a possible polemic it is situated as an exceptionally radical. Writing down the natural history of mankind, Nietzsche formulates a thesis that the moment of the creation of the first human communities, the moment of the socialisation of man, was extremely unfavourable as far as man’s strength, ability and creativity are concerned. He presents socialisation, which is part of the education process, as beneficial for the community and detrimental to the individual. This situation in the course of history remains the same, which – after the adoption of Nietzschean assumptions – gives cause to adopt a radical position of those who deem the education system unfit to foster outstanding individuals. Nietzsche’s view, in comparison with other views, is so innovative that it considers the inability as genealogically founded. Although the educational system from the point of view of the majority contributes to the emergence of new content, ideas or values, it remains inefficient for individuals of genius.

Memoirs: Notes on the Maturation of the Ovum of Alcyonium digitatum

1905 ◽  
Vol s2-49 (195) ◽  
pp. 493-505
Author(s):  
M. D. HILL
Keyword(s):  
Egg Cell ◽  
Whole Process ◽  
Material Preparations ◽  
Polar Bodies ◽  
Female Pronucleus ◽  
History Of ◽  
The Many ◽  
The Individual ◽  
Nuclear History ◽  
Do So

Although the foregoing accouut is obviously incomplete, yet it is possible to draw some conclusions. I believe we have shown that: (a) The egg of Aleyonium produces no polar bodies in the ordinary sense of the word. (b) That the division of the female pronucleus before the entrance of the spermatozoon is irregular and amitotic. (c) That no chromatiu leaves the egg in the stage of ovocyte I, to use Boveri's nomenclature. (d) That the female pronucleus completely disappears. (s) That there are no bodies that can be termed chromosomes throughout the whole process. (f) That the first segmentation nucleus is formed in a way (unknown) that must in any case be unlike anything hitherto described. Furthermore I believe, though I cannot state so positively, that: (g) A process takes place that may roughly be compared to the formation of polar bodies, but they disintegrate and do not leave the cell. So far as I have ascertained nothing in the shape of extrusion takes place. It is, however, curious to note that the nearest account that I have been able to find of like behaviour in an egg nucleus is that of Sfcoeckel.1 This author found in a human ovary certain of the ova containing large nuclei, the membrane of which, as a rule, was well marked, but "oft geht diese scharfe Abgrenzung auch verloren. Die Konturen werden unregelmässeg Zackig, verschwommen."...Stoeckel believed that these changes in form were the beginning of amitotic nuclear divisions, giving rise to binucleated ova, of which he found several. I know of no other assumption of the direct division of an egg nucleus before fertilisation. (h) The first segmentation nucleus is derived from the male pronucleus, though it is quite possible that chromatin equal in amount to that of the male may also be derived from the female pronucleus, though all trace of the latter has been lost. If the foregoing statements be only partially true, it is obvious that a great gulf is fixed between the maturation processes in the egg of Alcyonium and all hitherto described cases. For this reason I am very loth to do more than state the bare conclusions to which I have come. To the best of my belief, no author has described amitotic nuclear divisions in the formation of polar bodies. We seem to have to deal with perfectly abnormal conditions. Nevertheless we are forced to admit that the maintenance of the individual parental chromosomes in a fertilised egg-cell is not universal. On the contrary, all trace of the chromatin of the original egg nucleus is lost. Furthermore, there are several instances among the protozoa of the breaking up and reorganisation of the nucleus. This occurs in many Ciliates. For instance : In ‘Oxytricha and Lacrymaria’ Gruber has shown that the meganucleus breaks up into minute fragments which become scattered through the protoplasm, but eventually reunite into a single body. So much attractive speculation has been based on the ordinarily observed facts of maturation and fertilisation that we feel almost bound to assume that these processes are the same iu all metazoa. But it is obvious that in certain cœlenterates we have facts before us that cannot be brought into line with what we feel we have a right to expect. At present the affair is a mystery. Pending farther investigation it were unwise to speculate on the possible meaning of these phenomena, however much one may be tempted to do so. In case that what I have observed, and still more failed to observe, may induce some other zoologist to follow this cytological byeway, I can only hope that he will find this paper a path over which it may not be necessary to retrace his steps. There would seem to be four points to which attention should be specially directed: (a) The nuclear history of the germ-cells from their earliest "Anlagen." (b) The mode of formation of the polar bodies. (c) The actual penetration of the spermatozoon. (d) The way in which the first segmentation nucleus is built up. Lastly, I have but to express my sincere thanks to Professor Hickson for his kindness in allowing me the use of his material, preparations, and notes, and for the many fruitful suggestions that I have received from him.

scholarly journals Motivation levels among traditional and open learning undergraduate students in India

2012 ◽  
Vol 13 (3) ◽  
pp. 19 ◽  
Author(s):  
Shashi Singh ◽  
Ajay Singh ◽  
Kiran Singh
Keyword(s):  
Undergraduate Students ◽  
Education System ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Traditional Education ◽  
Female Students ◽  
Improve Performance ◽  
Academic Motivation Scale ◽  
The Individual ◽  
Level Of Motivation

Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, develop social qualities, increase initiation, persist in activities, improve performance, and develop a sense of discipline. This paper aims to compare the levels of motivation between students in the open education system (OES) and in the traditional education system (TES) in India. The study further investigates the motivation levels of male and female students in the two systems. An Academic Motivation Scale was prepared and administered on the students of TES (<em>n </em>= 200) and OES (<em>n </em>= 151). Results show that there exist significant differences in the level of motivation between the students of TES and OES. The study concludes that it is the presence or absence of extrinsic motivation which is predominantly responsible for this difference.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

scholarly journals Megalomania narodowa w ujęciu twórców polskich początku XX wieku

2015 ◽  
pp. 85-100
Author(s):  
Katarzyna Wrzesińska
Keyword(s):  
World War I ◽  
Initial Period ◽  
World War ◽  
Unique Character ◽  
Optimistic Picture ◽  
Polish Society ◽  
History Of ◽  
The Republic ◽  
The Individual

National megalomania in Polish reflection in the early 20th centuryIn the early 20th century, a number of Polish thinkers betrayed a mentality in which was deeply rooted the notion of the Polish nation’s unique character. These thinkers also expressed a conviction that Poles had a special mission both in Europe in general and towards other European nations. The signs of the intellectual elite’s national megalomania were reflected in Polish journalistic writings in the final period of World War I and the initial period of regained independence shortly after it.The article analyzes the views of selected thinkers: the philosopher W. Lutosławski, the journalist and literary critic A. Górski, the publicist A. Chołoniewski, and the historian J.K. Kochanowski. All of them believed in an optimistic picture of Polish history and emphasized the significance of the Polish mission in an ethical dimension understood as a desire to establish European order based both on respect towards the individual and at the same time on national diversity. This attitude was clearly based on Romantic thought – a historiosophy tinted with mesianism. All these authors dealt with the same themes from Polish history, treating them as a justification of their attitudes (such as: the Republic of Nobility as an embodiment of the ideal of freedom, Poland as an intermediary between the East and the West, as well as the propagator of Christian civilization in the East; the prominent role of Poles among the Slavic peoples, the importance of Catholicism). All in all, they created a mythologized vision of the Polish Republic in order to integrate the Polish society and mobilize it to act. This stream of glorification of the Polish statehood met with severe criticism after Poland regained its independence. S. Zakrzewski, F. Bujak, J.S. Bystroń, Bocheński brothers and others protested against falsifying the history of Poland.

scholarly journals The theology of non-violenct Islamic education based on Al-Sira Al-Nabawiyya

2021 ◽  
Vol 77 (4) ◽  
Author(s):  
Bambang Qomaruzzaman
Keyword(s):  
Education System ◽  
Paradigm Shift ◽  
Teaching Practices ◽  
Islamic Education ◽  
Teaching Materials ◽  
Educational Activities ◽  
Teaching Activities ◽  
History Of ◽  
Islamic Extremism ◽  
The Universe

Al-Sira Al-Nabawiyya is often used as a reference to violence in Islam, mainly because war narration is so dominantly displayed. The tendency of using Al-Sira Al-Nabawiyya as the basis of violence conception in Islam drives Islamic teaching practices to become violence-oriented. This article presents a re-reading of Al-Sira Al-Nabawiyya by Wakhiduddin Khan, Tariq Ramadan and Satha-Anand, with a mimetic anthropology framework. The reading on Al-Sira resulted in three conclusions. Firstly, there are many non-violence stories at all stages in the life of Prophet Muhammad, since the pre-prophetic era until his death. Secondly, the Prophet Muhammad was a teacher who based his activities on the principles of tawhîd, patience, love, forgiveness and appreciation for humanity. Thirdly, educational activities are Muhammad’s exemplary activities which are full of non-violent values. The findings of this article can be used as the basis for the reformulation of Al-Sira Al-Nabawiyya teaching materials in Islamic Education as well as the basis of teaching activities for Islamic teachers.Contribution: This article contributes to a paradigm shift in teaching the History of the Prophet Muhammad in a peaceful Islamic education system. The peaceful paradigm in this article can also divert the tendency of Islamic extremism to become an Islam that provides peace and prosperity to the universe (rahmatan lil ‘alamin).

scholarly journals Barguzin Buryats: population size, wedding traditions (based on the field research materials of 2018–2019)

2020 ◽  
pp. 55-61
Author(s):  
V. V. Lygdenova ◽  
O. B. Dashinamzhilov
Keyword(s):  
Population Size ◽  
18Th Century ◽  
Field Research ◽  
The Novel ◽  
Lena River ◽  
History Of ◽  
The Republic ◽  
Traditional Performance ◽  
Different Parts

The paper is dedicated to studying the history of population, songs and wedding traditions of the Barguzin Buryats, who live in Barguzin and Kurumkan regions of the Republic of Buryatia. Barguzin Buryats represent the local ethnical group of Buryats who moved from the banks of the Lena River in the 18th century and settled in the Barguzin Valley, where they have lived up to now. Wedding traditions of Buryats were studied by many scholars such as M. N. Khangalov, S. P. Baldayev, K. D. Basaeva, G. R. Galdanova, and others. The paper’s relevance is due to the novel field materials collected by the authors in 2018−2019, including songs, wishes, cliché dialogues, etc. For in- stance, the tradition assumes many cliché dialogues during the ritual of matchmaking, and they are also described in the paper. Also, different fragments of songs for putting on different parts of wedding clothes and accessories are considered. All the songs were collected from the old women living in different villages of Barguzin and Kurumkan regions. They were recorded in the Barguzin dialect of the Buryat language. The songs were sung by their mothers, and the women inherited their traditional performance. The paper summarizes the peculiarities of modern wedding traditions of Barguzin Buryats, with the fragments of songs provided. Each wedding stage is described, and the sequence of actions is specified.

scholarly journals Islamic Education In West Sumatra: Historical Point Of View

2018 ◽  
Vol 5 (1) ◽  
pp. 20-40
Author(s):  
Rahmawati Baharuddin
Keyword(s):  
20Th Century ◽  
Education System ◽  
Growth And Development ◽  
Point Of View ◽  
Islamic Education ◽  
The Social ◽  
Before And After ◽  
West Sumatra ◽  
History Of ◽  
Islamic Modernism

This paper focuses on a brief history of growth and development Islamic education in Minangkabau before and after the emergence of the movement Muhammadiyah renewal. The development of Islamic education itself began to coincide with the arrival of Islam in West Sumatra. The idea of a reformist movement Muhammadiyah in the social-religious field in the 20th century gave a major contribution to the development of Islamic modernism in West Sumatra and has given color to the education system in Indonesia.

scholarly journals New Concepts of Teaching Subject Knowledge and the Need for Their Consideration in the Content of Textbooks

2020 ◽  
Vol 2020 (2) ◽  
pp. 117-125
Author(s):  
Aigul Mukambetova
Keyword(s):  
Developmental Education ◽  
Education System ◽  
Young Generation ◽  
Kyrgyz Republic ◽  
State Budget ◽  
Subject Knowledge ◽  
Educational Literature ◽  
The Republic ◽  
The Government ◽  
The Individual

The research featured the new social requirements for subject teachers, as well as the legal basis for the changes that have occurred in the education system of the Republic of Kyrgyzstan. The study focused on the current situation in Kyrgyz schools and universities, the development of new teaching technologies, and the new educational literature. The education system of Kyrgyzstan includes two large concepts. One of them is updating the content of subject knowledge corresponding to the required competencies. The second concept is the individualization of subject knowledge. These concepts are important in the framework of the Law of the Republic of Kyrgyzstan "On the Manas Epic" adopted in 2011. Previously, the content of education was based on the level of requirements for the young generation and was determined by the Government of the Kyrgyz Republic that developed curricula for all educational institutions. However, subject teachers have to change their materials, taking into account the social and intellectual interests of the individual. The article introduces priority tasks that create the necessary conditions for the development of learners' personality. This goal was financed by the state budget in the Republic of Kyrgyzstan. The author believes that the new credit technology is to be adopted with caution, and that the Kyrgyz educational system can use some educational technologies tested in Russia, e.g. critical thinking development; developmental education; health saving technologies; problem learning; gaming; workshop technology; case method; integrated learning in class, etc. Subject teachers are responsible for updating the educational literature in connection with the new requirements.

Analisis Problematika Pendidikan Islam di Indonesia Abad 21

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Ahmad Khozin
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Education System ◽  
Educational Development ◽  
Self Control ◽  
Islamic Education ◽  
National Education ◽  
National Education System ◽  
Education Needs ◽  
The Republic

Abstract., Indonesia is a country that is conducting educational development as mandated by the 1945 Constitution. In the course of the Law of the Republic of Indonesia Number 20 of 2003 on National Education System defines education as a conscious and planned effort to create an atmosphere of learning and learning process so that learners actively developing his potential to have spiritual spiritual strength, self-control, personality, intelligence, noble character, as well as the skills he needs, society, nation and state. In response, Islamic Education needs to get serious attention, especially among the intellectuals and thinkers of Islamic education in Indonesia. Various efforts are needed to restore Islamic education to its glory. To restore Islamic education to the glory, certainly not as easy as putting water on a cauldron. But there needs to be seriousness in reaching these ideals, including the seriousness in management and leadership of a reliable Islamic education institutions. In this paper the author will try to focus the discussion on the problems of Islamic education of the 21st century as well as solutions that can be offered in response to the problems of Islamic educationKeywords: Problematic Education, Islamic Education.          Abstrak., Indonesia merupakan negara  yang sedang melakukan pembangunan pendidikan sebagaimana yang diamanatkan Undang-Undang Dasar 1945.  Dalam perjalanannya Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional mendefinisikan pendidikan sebagai usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Menyikapi hal tersebut, Pendidikan Islam perlu mendapat perhatian yang serius, terutama kalangan cendekiawan dan pemikir pendidikan Islam di Indonesia. Diperlukan ragam upaya untuk mengembalikan pendidikan Islam kepada kejayaannya. Untuk mengembalikan pendidikan Islam kepada kejayaan tersebut, tentu tidak semudah menaruh air di atas kuali. Namun perlu ada keseriusan dalam menggapai cita-cita tersebut, diantaranya keseriusan dalam manajemen dan kepemimpinan lembaga pendidikan Islam yang handal. Dalam makalah ini penulis akan mencoba memfokuskan pembahasan pada problematika pendidikan Islam abad 21 serta solusi-solusi yang dapat ditawarkan dalam menanggapi problematika pendidikan Islam tersebutKata Kunci:Problematika Pendidikan, Pendidikan Islam.

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