scholarly journals Religious and religious education: subject field and relations

2014 ◽  
pp. 31-44
Author(s):  
Anatolii M. Kolodnyi

Religion and education ... The problem of their relationship has long been of interest to the pedagogical community and the Church. Recently, in connection with the actualization of the religious factor in the social and spiritual life, she also appeared in Ukraine. The question is not whether to give or not to give through the education system knowledge about religion. There is a question of what knowledge and how much it can be taught about when, where and who should give them. There is still a question and whether there should exist in parallel two systems of education - secular and spiritual, and whether spiritual education by its status should be equated with secular and certified by the same documents, which are valid in the sphere of secular life. But if that is the case then it is likely that spiritual education is then covered by the rule of studying in the educational institutions of the compulsory list-the minimum of educational disciplines, which are now taught in all secular educational institutions and which form a broad world view of their recipients. It would seem that the Ministry of Education and Science should also be subject to the control of spiritual education. The state should know not only what they are taught here, but also how and who they are teaching.

2005 ◽  
pp. 64-80
Author(s):  
Anatolii M. Kolodnyi

Religion and Education… The problem of their relationship has long interested the pedagogical community and the Church. Recently, in connection with the actualization of a religious factor in public and spiritual life, the desire of some Churches to use the public school selfishly, outrightly and illegally, it has appeared in Ukraine as well. The question is not whether or not to give knowledge of religion through the education system. The question arises as to what knowledge and to what extent it should be taught, when, where and by whom it should be given. The question also arises as to whether there should be two systems of education in parallel - secular and spiritual, and whether spiritual education by its status should be equated with secular and attested by the same documents as in the sphere of secular life. But if this is the case, then it is likely that spiritual education is then subject to the rule of studying in educational institutions the compulsory list-minimum of the disciplines currently taught in all secular educational establishments and which form a broad outlook on their recipients.


2020 ◽  
Vol 11 (2) ◽  
pp. 153-161
Author(s):  
Khurin In'Ratnasari ◽  
Yovita Dyah Permatasari ◽  
Mar’atus Sholihah

Islamic religious education is very important for shaping character, especially in social society. In today's era, students tend not to care about society, therefore forming a good character is very important, especially in the social community in Islamic religious education itself, it teaches us that we are required to have good character as taught by the Prophet Muhammad; Allah SWT said, which means "and indeed you (Muhammad) have a noble character". Because of this, it can be concluded that the Prophet Muhammad, was sent to earth to improve the character of all human beings. Thus, the character of education from an Islamic point of view is needed, especially in Islamic educational institutions. So, from various problems related to morals which are ideally able to realize character education, especially in social society in an Islamic perspective in the form of mutual care. courtesy to parents. sense of responsibility and care for fellow human beings.


1967 ◽  
Vol 14 (3) ◽  
pp. 165-202
Author(s):  
Th. M. Steeman

This study is intended as an attempt, on the one hand, to collect and order a number of salient facts concerning modern Dutch Catholicism, on the other hand, on the basis of these facts to render more compre hensible the movement at present stirring in the Church and which appears at first sight to be a confusion of conflicting tendencies, in a historico-sociological perspective. The author employs in his observations both the available statistical information, relative to the present-day vitality of Dutch Catholicism, and the likewise clearly evident tendencies toward renewal, and attempts to bring both aspects to a synthesis in a total view. Here it is primarily a matter of placing the ascertainable decline in religious practice, which incidentally goes hand in hand with a greater stability of Catholic social, political and educational institutions, into a closer connection with the tendencies toward renewal. Therefore, the general conclusion of this study is not that Dutch Catholicism is declining but that it has taken a different form now that the social emancipation struggle in this country may be considered over. It is in essence no loss in vitality but a vitality with a different objective. Dutch Catholicism is strong but finds itself, precisely because it has successfully fought a hard battle for emancipation, in a completely different situation, forcing it to re-orientate itself. From this inner strength it is now experiencing a crisis in a search for forms in which, in the world of today, now that it is full-grown, it can express itself adequately. The study thus states that what is going on at present in Dutch Catholicism is comprehensibly seen from its own history, albeit in close contact with the more general tendencies in the history of the West. At the heart of the renewal lies a striving for a more authentic Christianity, just as the alienation of ecclesiastical Christianity lies at the heart of de-churching with regard to modern man. In essence here we are concerned with the fact that the Catholic of our times, who has himself become a modern man in every respect in the emancipation struggle, now wishes to be modern in his religious life too, or rather, by his being modern has become conscious in a different way of the significance of his faith in the Gospel and in Jesus Christ. He consequently experiences the tension between modern life and ecclesiastical life as an inner tension. For those who find themselves at the heart of the renewal, the phase of dialogue between Church and world - in which Church and world are involved in discussion as independent entities - is past; for them it is an inner struggle for an understanding of Christ's message now, in this world. This theme is explained by various examples. In this it is not the concern of the author to take up a personal position in the discussions, but more to arrive at an understanding of the tendencies in the light of the dynamics revealed in them, which must be made understandable in their turn historically and sociologically. Moreover, the author presents a few principles from which the fact that the situation itself appears so confused, can be understood. The dynamics emerge at a moment in which the traditional ecclesiastical forms for large groups have, it is true, lost their meaning, but for others have retained their full significance. All these things cannot go without conflict, without pain and sorrow on the one hand, without courage and impatience on the other.


2013 ◽  
pp. 355-363
Author(s):  
Viktoriya Kryshmarel

Today, in Ukraine, the issue of religious education remains not less but rather even more debatable and relevant than in the period of 2005, when the order No. 437 "On the study of optional courses on ethics of religion and religious studies in schools" and further regulatory documents were issued, aimed at creating conditions for the all-Ukrainian introduction of subjects of spiritual and moral orientation in general educational institutions. According to the Ministry of Education and Science, Youth and Sport of Ukraine, in the 2011/2012 school year, about 40% of schools (approximately 15% of all schoolchildren) are covered by the teaching process of the relevant subjects. However, a few important issues remain, the solution of which is urgent in order to further improve the situation in educational and educational progress of state initiatives.


Al-Albab ◽  
2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Nina Mariani Noor ◽  
Ferry Muhammadsyah Siregar

Religious education which is taught in schools has a significant role in forming religious exclusivism and inclusivism, especially in Indonesia. It influences student’s views on others. It also depends on the way those religion educations taught. There is also a need to have more efforts to bring the idea of interfaith dialogue into educational system including in higher educational level. There are some educational institutions which already involved in inter-faith dialogue in their curriculum such as the CRCS (Center for Religious and Cross Cultural Studies) and the ICRS (Indonesian Consortium for Religious Studies) at Gadjah Mada University. However, the number of primary educational institutions which involves interfaith dialogue is still limited. This work suggests that, for today’s situation in Indonesian multicultural society, a need for reforming religion education curriculum in primary education is emerging. To make interfaith dialogue real in schools, the Ministry of Education in collaboration with Ministry of Religious Affairs is in a front line to arrange a new curriculum on religious education to be more pluralistic and affirm religious diversity in Indonesia including multi-religious education or inter religious education. Key words: religious, multicultural, education, interfaith.


QUALITY ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 104
Author(s):  
Moh Rosyid

<p><em>Educational institutions that produce educated generation is a place of reliance on the growth of generations berakhlakul karimah, friendly, courteous, and obey the rules of the country and religion. However, in reality, there is an educated generation but a terrorist actor. This happens because his life is in the environment (non-educational institutions) are coloring his mindset. Thus, the social environment contributes to the creation of a radical or polite generation. The consequence that must be done by formal and non formal education institutions is to change the learning patterns that text book into education that comes to the field with the content of the values of internal tolerance and inter-religious people. It is also necessary to realize the education of Bela Negara which is being worked by the Ministry of Defense RI era Jokowi-JK President. Tolerant education and state defenses are part of the effort to counter radical reasoning so that educators need to produce learning tips that do not dwell on class and text, it is also necessary to create an education that puts forward the real facts of social as a matter of study. The occurrence of radical reasoning because life is like a frog in a shell so that something different is identified with error. The need for intergovernmental and social elements to raise awareness that true education is the implementation of education in the home environment, community environment, and in educational institutions as a whole, not only in formal educational institutions only. Consequently, the need for learning innovation together in realizing an educated generation with smart and moral potential. Educational tips need to promote tolerant education in order to become a fanatic generation in dealing with differences in ethnicity, religion, and social strata in their environment. This effort is reinforced by the fact that terrorist networks have become an epidemic of acute illness in this country. In fact, the majority of educated perpetrators of terror, both formal education and non-formal religious education (Islamic).</em></p>


1970 ◽  
pp. 43-60
Author(s):  
Daria Hejwosz-Gromkowska

Faith institutions play a vital role in shaping social structure, social capital and social cohesion. Both religious and citizenship education can contribute to making good citizens. The latter is more political oriented, while the former is focused on faith, spirituality and morality. The English model of religious education is oriented towards a multi-faith dialogue, without the aspects of worship and confession. The phenomenological approach assures that every child, regardless of their religious background, is obligated to attend religious education. Today, the UK is facing many challenges, including secularization and cultural differentiation of the society. Thus, the educational institutions revise curricula and aims of learning. The aim of the paper is to present and analyze the main premises of educational policy in the context of religious education in public schools in England. I will also attempt to reconstruct the social and political ongoing debate on the aims of RE.


2020 ◽  
pp. 57-65
Author(s):  
Iryna Grabovska ◽  
Larysa Nalyvaiko ◽  
Mykola Obushnyi

Ukraine's Euro-civilization choice, which took place as a result of the Revolution of Dignity, posed a number of challenges to Ukrainian society, without adequate answers to which EU accession will remain a ratherdistant prospect for Ukrainians. One of such challenges is the genderization of the social life of Ukrainians, in particular in the field of education, which presupposes, first of all, the formation of a gender-sensitive space for the existence of the country's citizens; mass involvement of Ukrainian women in all spheres of society on an equal footing with men and the creation of equal opportunities for this. The philosophy of this process is to recognize as the greatest value of human capital, existing in the form of two social sexes (gender) - female and male - with different life experiences, differences and personal strategies of self-realization. The article analyzes, among other, the issue of teaching feminist and (or) gender issues in higher educational institutions of modern Ukraine from the standpoint of philosophical and worldview approach. The author aim is to investigate the real state of gender education in Ukrainian higher education institutions, to analyze the existing problems and identify prospects for the development of this process in Ukraine. A group of political science students from the Taras Shevchenko National University of Kyiv was involved in an in-depth survey of the need / no need to teach feminist and gender issues in universities. It was concluded that exist the need of genderization higher education in Ukraine as an integral part of the Euro-integration process.


2021 ◽  
pp. 159-163
Author(s):  
Aurelia Cojocaru ◽  
◽  
Rodion Brasoveanu ◽  

The human person is not a static being, he must be understood as a dynamic being, in constant development. Its continuous evolution concerns both the psychological structure (intelligence, character, emotion) and biological infrastructure (or body) and the social superstructure (or society). From an objective angle, the being is as far as the body is seen. From the point of view of the soul, however, the being never stops at the frontier of the body. It is not only us, but also the family in which we were born, the marriage we have established, the profession we have, the class and the nation we belong to, etc. The present paper aims at the development of the personality from the perspective of the family, the school and the Church, as fundamental factors of education. The importance of such a topic lies in the practical approach by researching the current phenomenon of education in terms of the factors mentioned. The interest for this topic was born from the interdisciplinary psychological and theological approach. The two fields of research have in common the issue of the human being, one emphasizing its social role, the other emphasizing its spiritual dimension.


Author(s):  
Labrini Th. Skoura

The outbreak of cases of famine among pupils at school during the previous two years, preoccupied seriously the members of the educational community as well as the appropriate state agencies, and raised the awareness of the Greek society to a large extent. Motivated by the recent actions of the Ministry of Education to face these problems, memories and discussions concerning various social pedagogical actions developed in Greece during periods of crisis have emerged. One of them was the free school meals which functioned for decades in Greece, aiming at the management of malnutrition among students. The aim of the present study is to highlight a) the paramount importance function of free school meals in times of crises, during which the population’s malnutrition and especially that of pupils was taking life-threatening dimensions b) the efforts made for free school meals to function on a social pedagogical basis both by the state which took the necessary measures (the adoption of the necessary institutional framework, providing the relevant economic recourses, etc.) by the Church, charitable, private and other entities c) the social pedagogical awareness of Greek society and of educators themselves, aiming at the support and the expansion of school free meals and d) the strong social pedagogical reflexes displayed by Greek society on this issue and including the initiatives of students in Teacher Training Schools, who would be later called upon to teach and educate the future citizens of the country.


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