scholarly journals Keragaman Sebagai Basis Pembelajaran Pendidikan Agama Kristen

2020 ◽  
Author(s):  
Yance Zadrak Rumahuru
Keyword(s):  
Religious Education ◽  
Conceptual Understanding ◽  
Paradigm Shift ◽  
Religious Pluralism ◽  
Peace Education ◽  
Religious Diversity ◽  
Learning Context ◽  
Religious Teaching ◽  
The Church

The aims of this article is to provide a perspective on teaching Christian Religious Education (CRE/PAK) in the context of multi-religious society. The question for this paper is what made religious pluralism, diversity or learning context PAK. It is expected that the PAK learning in school and the Church does not ignore diversity, especially religious diversity in this paper referred to as a learning base PAK. Associated with it, it is necessary that the same conceptual understanding of pluralism and religious pluralism that can be used correctly to interpret the PAK learning in the community. This time there has been a paradigm shift from a religious teaching religious education to religious education and peace education, an education that is more contextual paradigm in Indonesian society and multireligious society in general.

Religious Education Between the Traditions

2018 ◽  
Author(s):  
Eboo Patel ◽  
Noah Silverman
Keyword(s):  
Religious Education ◽  
Religious Identity ◽  
Religious Pluralism ◽  
Religious Diversity ◽  
Relationship Building ◽  
Religious Communities ◽  
Rapid Rise ◽  
Modern Context ◽  
Building Activities ◽  
Interfaith Education

This chapter addresses how the continuity of individual and communal religious identity can be preserved in a modern context characterized by a rapid rise in religious diversity and a concomitant decline in traditional religious association. The chapter discusses various postures that religious communities can take in such a context. The authors advocate an intentional and engaged religious pluralism, achieved through “interfaith education.” This concept is defined and parsed into three activities in which religious communities should engage: developing a theology of interfaith cooperation, nurturing appreciative knowledge of shared values, and engaging in relationship-building activities. The chapter concludes with a brief consideration of how North American seminaries have been on the vanguard of adopting interfaith—sometimes referred to as multifaith or inter-religious—education.

scholarly journals O Ensino Religioso no Município de Cariacica - ES: O Processo de Construção das Diretrizes Curriculares e o Desafio de sua Implementação em Âmbito Escolar

2015 ◽  
Vol 7 (10) ◽  
pp. 37
Author(s):  
Eliane M. L. M. de Freitas
Keyword(s):  
Continuing Education ◽  
Religious Education ◽  
Professional Ethics ◽  
Religious Diversity ◽  
The Political ◽  
Curriculum Guidelines ◽  
Religious Teaching ◽  
Professional Profile

Resumo: Este artigo procura elucidar o processo de construção das Diretrizes Curriculares do Ensino Religioso do município de Cariacica – ES e como se tem dado o processo de implementação das mesmas em âmbito escolar. Objetiva esclarecer sobre o perfil do professor, que deve primar pelas diferentes percepções e compreensão do fenômeno religioso assim como a sua identidade epistemológica; o perfil profissional e formação continuada, no sentido de promover o Ensino Religioso não proselitista como prescreve a legislação em vigor. Destaca-se dessa forma o exercício da ética profissional e do respeito à diversidade cultural e religiosa a fim de pensar os possíveis caminhos que compõe a docência. Tem-se como intenção pensar os desafios que se interpõem no desenvolvimento da disciplina tais como: atrelar o Ensino Religioso ao projeto político pedagógico da escola, discutir sobre a falta de recursos didáticos nesta área. Palavras-chave: Ensino Religioso. Diretrizes Curriculares. Formação. Abstract: This paper aims to elucidate the process of building the Curriculum Guidelines of Religious Teaching in Cariacica – ES and how the process of its implementation was made. It tries to clarify the profile of the teacher who should excel by different perceptions and understanding of the religious phenomenon as well as its epistemological identity. Professional profile and continuing education must promote religious education not in a proselytizing way, as it is prescribed in the legislation. The paper highlights the exercise of professional ethics and respect for cultural and religious diversity in order to think possible paths involved in Religious Teaching. It intends to face the challenges involved in this Subject such as to link Religious Teaching to the political and pedagogical project of the school and to discuss the lack resources in this area.Keywords: Teaching Religious. Curriculum Guidelines. Continuing Education.

scholarly journals ENSINO RELIGIOSO LAICO: UM OLHAR COMPLEXO E TRANSDISCIPLINAR

2019 ◽  
Vol 17 (1) ◽  
pp. 296
Author(s):  
Cícero Lopes Silva ◽  
Gilbraz De Souza Aragão ◽  
Luiz Alencar Libório
Keyword(s):  
Religious Education ◽  
Religious Affiliation ◽  
Religious Diversity ◽  
Transdisciplinary Approach ◽  
Theoretical Contribution ◽  
The Public ◽  
The Status ◽  
Religious Teaching ◽  
Teaching About Religion ◽  
Education In Brazil

O presente ensaio aborda questões epistemológicas do Ensino Religioso no Brasil tendo como aporte teórico o paradigma da complexidade de Edgar Morin e a abordagem transdisciplinar. Até o presente o Ensino Religioso público é tratado de modo ambíguo pelos sistemas de ensino do país, atuando tanto para a formação geral do cidadão quanto para a filiação religiosa de Igrejas. Tal situação torna a disciplina frágil e vulnerável à crítica por parte daqueles que defendem o estatuto do Estado laico e o ensino positivista. Entretanto, parece-nos que não se trata de excluir o ensino sobre a religião de dentro da escola, mas de contornar os seus limites através de novos paradigmas. Desta forma, acreditamos que a emergência do paradigma de complexidade e a abordagem transdisciplinar na educação podem ajudar o Ensino Religioso a redimensionar os seus limites e a sua prática em vista do ensino laico e o respeito à diversidade cultural religiosa do Brasil. LAY RELIGIOUS TEACHING: A COMPLEX AND TRANSDISCIPLINARY LOOK This essay addresses epistemological issues of religious education in Brazil with theoretical contribution of the paradigm of complexity of Edgar Morin and the transdisciplinary approach. Til up to date the public religious education is treated so ambiguous by the education systems of the country, acting both for general formation of citizens as to the religious affiliation of churches. Such a situation makes the discipline fragile and vulnerable to criticism from those who argue for the status of the secular State and the positivist school. However, it seems to us that this is not to exclude the teaching about religion in school, but to go round its limits through new paradigms. In this way, we believe that the emergence of the paradigm of complexity and the transdisciplinary approach in education can help the Religious Teaching to give another dimension to its limits and practice in order of lay Teaching and respect to the cultural and religious diversity in Brazil.

scholarly journals Laicidade da educação em questão: encontros de ensino religioso nas cidades de Ouro Preto e Mariana

Horizontes ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 69
Author(s):  
Gláucio Antônio Santos ◽  
Marco Antônio Torres ◽  
Marcus Vinícius Fonseca
Keyword(s):  
Qualitative Analysis ◽  
Religious Education ◽  
Graduate Program ◽  
Participant Observation ◽  
Religious Diversity ◽  
Research Participant ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Public And Private ◽  
Religious Teaching

ResumoBaseado em recorte de pesquisa desenvolvida no Programa de Pós-Graduação em Educação apresentado à Universidade Federal de Ouro Preto, o estudo investigou como a laicidade do Estado brasileiro e a diversidade religiosa foram abordadas nos Encontros de Metodologia e Filosofia de Ensino Religioso nas tricentenárias cidades de Ouro Preto e Mariana (MG). A formação era oferecida aos professores de ensino religioso das redes pública e privada pela Secretaria de Estado da Educação/SRE Ouro Preto e Arquidiocese de Mariana. Adotou-se análise qualitativa, pesquisa documental, observação-participante, entrevista semiestruturada e questionários para identificar a proposta pedagógica das reuniões e compreender e analisar como a diversidade religiosa e o conceito de Estado laico eram abordados. Os resultados mostraram que a diversidade religiosa não foi respeitada, o Estado não regulou tais práticas pedagógicas e que as formações podem ser consideradas inadequadas para formação de professores, considerando os princípios da escola pública e laica.Palavras-chave: Ensino Religioso; Laicidade; Diversidade Religiosa.Secularity of Education in question: religious education meetings in Ouro Preto and Mariana citiesAbstractBased on part of a research carried cut in the Graduate Program in Education presented to the Federal University of Ouro Preto, the study investigated how the secular nature of the Brazilian State and religious diversity were addressed in the Methodology Meetings and Religious Teaching of Philosophy in the three hundred years cities of Ouro Preto and Mariana (MG). The training was offered to religious education teachers in public and private schools by the Ministry of Education/SRE Ouro Preto and Mariana Archdiocese. It was adopted a qualitative analysis, documentary research, participant observation, semi-structured interviews and questionnaires to identify the pedagogical proposal of the meetings and understand and analyze how religious diversity and the concept of secular state were addressed. The results showed that religious diversity is not respected, the state did not regulate such teaching practices and that training may be considered inadequate teacher training, considering the principles of public and secular school.Keywords: Religious Education; Secularity; Religious Diversity.

O ENSINO RELIGIOSO EM QUESTÃO: OLHARES E PERSPECTIVAS "Religious Education in question: looks and prospects"

2014 ◽  
Vol 5 (9) ◽  
pp. 137
Author(s):  
Danielle Ventura Bandeira de Lima
Keyword(s):  
Religious Education ◽  
Religious Diversity ◽  
Pierre Bourdieu ◽  
Field Research ◽  
Special Significance ◽  
Relative Autonomy ◽  
The Social ◽  
Religious Teaching ◽  
Local Perspective

O Ensino Religioso tem sido alvo de análises de vários estudiosos de diferentes estados brasileiros em perspectiva local. De um modo geral, apontam-se os entraves deste componente curricular, a partir de pesquisas de campo nas quais é enfatizada a relevância da diversidade religiosa no seio da sala de aula e destacadas a problemática do proselitismo presente no discurso dos professores responsáveis por ministrar os seus conteúdos. Na presente abordagem, são apresentados os diversos agentes da sociedade que têm influenciado no tipo de Ensino Religioso existente no Brasil, suas mudanças de perspectiva e o lugar social ocupado por cada um deles. Para tanto, o conceito de autonomia relativa de Pierre Bourdieu tem aqui um significado especial, já que permite que se reflita sobre como o Ensino Religioso é construído em um campo de tensões marcado por debates que vão desde a defesa do ensino catequético à total exclusão na grade curricular da educação básica.Palavras-chave: Ensino Religioso. Autonomia Relativa. Pluralidade. AbstractReligious Education has been the target of several analysis of different scholars in diferent Brazilian States in local perspective. Generally speaking, the center of this component through curricular barriers from field research in which emphasized the importance of religious diversity within the classroom and highlighted the problem of proselytism in the speech of teachers responsible for giving their content. In this text we try to appoint the various actors of society that have influenced the type of religious teaching in Brazil, its changes of perspective and the social place occupied by each of them. On this attempt the concept of relative autonomy of Pierre Bourdieu has a special significance, since it allows us to reflect on how the religious teaching is built on a field of tensions marked by discussions ranging from the defense of catechetical teaching to total exclusion on curriculum of basic education.Keywords: Religious Education. Relative Autonomy. Plurality.

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.

Identity of Catholic Schools in Multi-religious Contexts

2019 ◽  
Vol 3 (1-2) ◽  
pp. 183-194
Author(s):  
Edmund Kee-Fook Chia
Keyword(s):  
Present Article ◽  
Catholic Schools ◽  
Religious Pluralism ◽  
Religious Communities ◽  
Educational Institutions ◽  
The Church

The phenomenon of religious pluralism is a fact that needs no further discussion. How society and institutions are negotiating its impact, however, certainly needs further scrutiny. Schreiter's call for the construction of local theologies invites us to explore how the preaching of the Gospel has to adapt to the realities of new situations. The present article focuses on Catholic educational institutions and how they are dealing with the multi-cultural and multi-religious communities that are now found not only outside of the schools and universities but also within them as well. Its concern is with how the identity and mission of these Catholic institutions are expressed and measured in the new contexts, taking seriously the teachings of the Church on the role they play in its evangelizing mission.

The More, the Merrier? Roles of Device-Student Ratio in Collaborative Inquiries and Its Interactions With External Scripts and Task Complexity

2021 ◽  
pp. 073563312110107
Author(s):  
Cixiao Wang ◽  
Huixiao Le
Keyword(s):  
Conceptual Understanding ◽  
Repeated Measures ◽  
Task Complexity ◽  
Mainland China ◽  
Fifth Grade ◽  
Learning Context ◽  
Simple Task ◽  
Fifth Grade Students ◽  
Main Effect ◽  
The Relationship

In collaborative learning, the intuition “the more device, the merrier” is somehow widely acknowledged, but little research has investigated the relationship between device-student ratio and the learning outcome. This study aims to investigate not only the main effect of different device-student ratio, also to identify the moderators in the learning context including task complexity, external script availability and students’ familiarity to the collaboration settings. A three-round quasi-experiment was conducted in a primary school in mainland China, 130 fifth-grade students from four classes participated. Group worksheet including conceptual understanding and problem-solving tasks were used to collect participants’ inquiry performance. Repeated measures ANOVA was employed in data analysis. Findings indicate that 1:m device-student ratio could be beneficial, and external scripts, and prior collaboration experience could moderate such effect. The different effect of 1:m device-student ratio to 1:1 is only significant in the situation when students are faced with relatively simple task, and the effect size is larger when external script is present. When the task is more complicated, such effect of device-student ratio would only emerge after a period of collaboration. This finding challenged the intuition that one-to-one device-student ratio could be better. Related discussions and recommendations to teaching were made.

Equal Opportunity in a Pluralistic Society

1987 ◽  
Vol 5 (1) ◽  
pp. 104-119 ◽  
Author(s):  
James W. Nickel
Keyword(s):  
United States ◽  
Religious Pluralism ◽  
Equal Opportunity ◽  
Religious Diversity ◽  
The United States ◽  
Pluralistic Society ◽  
Self Image ◽  
The Difference ◽  
The U.S

The United States has never been culturally or religiously homogeneous, but its diversity has greatly increased over the last century. Although the U.S. was first a multicultural nation through conquest and enslavement, its present diversity is due equally to immigration. In this paper I try to explain the difference it makes for one area of thought and policy – equal opportunity – if we incorporate cultural and religious pluralism into our national self-image. Formulating and implementing a policy of equal opportunity is more difficult in diverse, pluralistic countries than it is in homogeneous ones. My focus is cultural and religious diversity in the United States, but my conclusions will apply to many other countries – including ones whose pluralism is found more in religion than in culture.

Two Models of Pluralism and Tolerance

1992 ◽  
Vol 14 (1) ◽  
Author(s):  
Will Kymlicka
Keyword(s):  
Political Theory ◽  
Recent Work ◽  
John Rawls ◽  
Religious Pluralism ◽  
Religious Diversity ◽  
Individual Autonomy ◽  
Individual Rights ◽  
Group Rights ◽  
The Individual ◽  
Social Pluralism

AbstractIn his most recent work, John Rawls argues that political theory must recognize and accomodate the ‘fact of pluralism’, including the fact of religious diversity. He believes that the liberal commitment to individual rights provides the only feasible model for accomodating religious pluralism. In the paper, I discuss a second form of tolerance, based on group rights rather than individual rights. Drawing on historical examples, I argue that this is is also a feasible model for accomodating religious pluralism. While both models ensure tolerance between groups, only the former tolerates individual dissent within groups. To defend the individual rights model, therefore, liberals must appeal not only to the fact of social pluralism, but also to the value of individual autonomy. This may require abandoning Rawls’s belief that liberalism can and should be defended on purely ‘political’, rather than ‘comprehensive’ grounds.

Sign in / Sign up

Export Citation Format

Share Document