scholarly journals Religious Education in Finland

2014 ◽  
Vol 49 (2) ◽  
pp. 225-254 ◽  
Author(s):  
Tuula Sakaranaho
Keyword(s):  
Religious Education ◽  
Current System ◽  
School Curriculum ◽  
Religious Community ◽  
Religious Communities ◽  
Legal Provisions ◽  
Secular Ethics ◽  
Recent Developments ◽  
The Right ◽  
Linguistic Backgrounds

In recent decades, the Finnish state has developed multicultural policies that aim at fostering the cultural identity of people coming to Finland from different ethnic and linguistic backgrounds. This aim has had clear practical consequences in the Finnish state-supported schools, where, along with the Finnish and Swedish languages, pupils with different linguistic backgrounds now have the right to learn their native tongue within the frame of the school curriculum. In similar fashion, the state favours a multiple solution as regards religious education, so that pupils belonging to different religious communities have the right to “education in accordance with their own religion”. In addition, Ethics is taught to those pupils who are not members of any religious community. Consequently, several religions are today taught in Finnish schools, as well as secular Ethics. Nevertheless, the current system of religious education in Finland is ridden with contradictions. This article first offers an overview of the most recent developments, legal provisions and contents of religious education in state-supported schools in Finland. Next, it identifies some of the sore issues in the current system, and, finally, it reflects on the possible role of the Study of Religions in the field of religious education.

Jewish Pupils’ Perspectives on Religious Education and the Expectations of a Religious Community

2009 ◽  
pp. 139-154
Author(s):  
Christine Müller
Keyword(s):  
High School ◽  
Religious Education ◽  
Jewish People ◽  
Religious Community ◽  
Religious Communities ◽  
Student Community ◽  
The One ◽  
Jewish Religious Education ◽  
Insight Into

This chapter presents a case study of the Jewish High School in Berlin — the only Jewish secondary school in contemporary Germany. The focus is on the re-establishment of this school in 1993 and the associated hopes of the religious community, on the one hand, and the religious self-understanding and expectations of the pupils regarding religious education, on the other hand. The chapter begins by setting out current developments in the Jewish educational system in Germany and the hopes that Jewish parents and religious communities have of it. It then gives an account of the re-establishment of the Berlin Jewish High School and its Jewish profile. Next, the chapter presents quantitative data that provide an insight into the religious self-understanding of the young Jews in the school. The analysis focuses on the similarities and differences between young Jewish people from German and Soviet backgrounds. Afterward, a qualitative analysis of the expectations and desires of the pupils in relation to their religious education is provided. Finally, the chapter discusses what, realistically, might be the outcomes of an approach to Jewish religious education that embraces a student community so diverse in religious, cultural, and social terms.

The Freedom of Religious Association in Hungary: Recent Developments

2013 ◽  
Vol 8 (1) ◽  
pp. 65-75
Author(s):  
Balázs Schanda
Keyword(s):  
Religious Freedom ◽  
Legal Status ◽  
Public Support ◽  
Religious Communities ◽  
Registration System ◽  
Tier System ◽  
Religious Associations ◽  
Recent Developments ◽  
The Right

Abstract Since 1 January 2012, Hungary has a new constitution as well as a new cardinal act on religious freedom and churches. The new law replaces the registration system granting an equal legal status for all religious communities by a two-tier system with the Parliament having the right to decide on the recognition of religious communities. Other religious communities can act as religious associations enjoying full autonomy but less protection and public support than recognized churches.

PLURALITAS DAN TANTANGAN MISI: KERANGKA KONSEPTUAL UNTUK PENDIDIKAN AGAMA KRISTEN DALAM MASYARAKAT MAJEMUK

Regula Fidei ◽  
2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Fransiskus Irwan Widjaja
Keyword(s):  
Conceptual Framework ◽  
Religious Education ◽  
Religious Pluralism ◽  
Religious Communities ◽  
Unity In Diversity ◽  
The Right

Abstract:The purpose of this paper is to see plurality and mission as a conceptual framework in Christian religious education. Building pluralism is an appeal to accept pluralism is an order of people who understand each other that in essence they are a unity in diversity. Pluralism is a condition  where  there  are  various  things.  Religious  pluralism  explain"all  religions  have  the right to exist and live. Socially, we must learn to be tolerant and even respect the faith or beliefs of   followers   of   other   religions.   Religious   communities   need   to   rethink   their   religious responsibilities to work together, and even in some cases act as agents of God's general grace in promoting  peaceful  and  harmonious  coexistence  among  people  of  all  religions.  Inthis  shell  of plurality andmission, the concept of pluralistic Christian religious educationdeveloped.Keywords: Pluralistic, Mission, Christian Religious Education, Plural SocietyAbstrak:Tujuan  dari  tulisan  ini  adalah  untuk  melihat  Pluralitas  dan  misi  sebagai  kerangka konseptual  dalam  pendidikan  agama  Kristen. Membangun  pluralisme  merupakan  imbauan menerima  kemajemukan  merupakan  sebuah  tatanan  masyarakat  yang  saling  mengerti  bahwa pada  hakekatnya  mereka  merupakan  kesatuan  dalam  kepelbagaian.  Pluralisme  adalah  suatu kondisi  dimana  adanya  keberadaan  sesuatu  yang  beragam.  Pluralisme agama berarti ”semua agama berhak untuk ada dan hidup”. Secara sosial, kita harus belajar untuk toleran dan bahkan menghormati  iman  atau  kepercayaan  dari  penganut  agama  lainnya. Komunitas  agama  perlu memikirkan  kembali  tanggung  jawab  agamanya  untuk  bekerja  sama,  dan  bahkan  dalam beberapa  hal  bertindak  sebagaiagen  rahmat  umum  Tuhan  dalam  mempromosikan  hidup berdampingan secara damai dan harmonis di antara orang-orang dari semua agama.Dalam kerang   pluralitas   dan   misi   inilah,   konsep   pendidikan   agama   Kristen   yang   majemuk dikembangkan.Kata Kunci:Pluralitas, Misi, Pendidikan Agama Kristen, Masyarakat Majemuk

Part 3 Vulnerable Groups, 3.4 Children

2016 ◽  
Author(s):  
Bielefeldt Heiner, Prof ◽  
Ghanea Nazila, Dr ◽  
Wiener Michael, Dr
Keyword(s):  
Religious Education ◽  
Religious Community ◽  
Vulnerable Groups ◽  
Freedom Of Religion ◽  
Community Activities ◽  
Rights Of The Child ◽  
School Participation ◽  
The Family ◽  
The Status ◽  
The Right

This chapter examines the right of the child to religious freedom. The Convention of the Rights of the Child confirms the status of each individual child as a rights holder, including in the area of freedom of religion or belief. At the same time, the child needs a facilitating environment usually provided by the family. Parents have rights and duties to provide direction to the child in the exercise of his or her freedom of religion or belief in a manner consistent with the evolving capacities of the child. This has practical implications for religious socialization within the family and/or community, religious education in the school, participation or non-participation in religious community activities, the prevention of harmful practices, and other areas.

scholarly journals Ethical Education for Grades 1 and 2 in Finland from the Values Perspective

2021 ◽  
Vol 10 (2 (20)) ◽  
pp. 153-170
Author(s):  
Arleta Suwalska
Keyword(s):  
Core Curriculum ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Ethical Education ◽  
Secular Ethics ◽  
Recent Developments ◽  
The Subject ◽  
The Right ◽  
Different Cultures

The article addresses a key issue in curriculum policy, ethical education in Grades 1 and 2. The article uses the Finnish 2014 basic curriculum as the basis for a case study rooted in the humanities, philosophy, and the cultural sciences. The article explores what is embodied in this policy, especially the objectives of the subject of ethics in the curriculum. The article draws attention to the development of values through the curriculum in primary education in Finland and presents an overview of recent developments in values education in schools, taking curriculum research into account. The key part of the study is an analysis of the Finnish National Core Curriculum, principally those parts which involve secular ethics, as formulated by the Ministry of Education, and which emphasize the right of children to a good education and “to understand themselves, other people, the society, the environment, and different cultures” (National Core Curriculum, 2016, p. 15).

scholarly journals RELIGIOUS HARMONY EDUCATION SYSTEM IN EKASARI VILLAGE, JEMBRANA DISTRICT: Overview of Sociology of Religious Education

2021 ◽  
Vol 5 (2) ◽  
pp. 273
Author(s):  
Ni Kadek Ayu Kristini Putri ◽  
I Gusti Ngurah Sudiana ◽  
I Nyoman Yoga Segara
Keyword(s):  
Religious Education ◽  
Social Action ◽  
Education System ◽  
Religious Identity ◽  
Strong Relationship ◽  
Religious Community ◽  
Religious Communities ◽  
Religious Institutions ◽  
Severe Problem ◽  
The People

<p>Religious harmony in Indonesia and Bali was still a severe problem marked by the high potential for social conflicts with religious backgrounds. However, the people of Ekasari Village could maintain religious harmony in their area from generation to generation while at the same time providing space for every religious community to articulate their religious identity without pressure from other people. Religious harmony in Ekasari Village showed a strong relationship between education, social values, and religion. This study was conducted to analyze the education system for religious harmony in Ekasari Village from a sociological review of religious education based on the theory of structural functionalism, constructivism, and social action. The research was carried out by applying qualitative methods through observation, in-depth interviews, and document studies. The data were analyzed descriptivelyinterpretatively through three stages, namely data reduction, data presentation, and verification. This study found that the education system for religious harmony in Ekasari Village takes place in the realm of family, school, community, religious institutions, state, and civil society, as well as the mass media. This education system holistically encourages the internalization of knowledge, attitudes, and harmonious behaviour within religious communities.</p>

scholarly journals Religious Education in Public Schools in Western Europe

2017 ◽  
Vol 11 (1) ◽  
pp. 155
Author(s):  
Mercedes Llorent-Vaquero
Keyword(s):  
Public Schools ◽  
The Netherlands ◽  
Religious Education ◽  
Religious Freedom ◽  
Western Europe ◽  
Legal Framework ◽  
The European Union ◽  
Legal Provisions ◽  
Comparative Methodology ◽  
The Right

Christianity is one of the cultural and ethical cornerstones of Europe. In the European Union (EU) there is no overarching policy on religious education (RE) in the school system. The authors use a comparative methodology to analyze the constitutions of Western European countries in relation to different aspects of RE. Specifically, it is focused in Germany, Austria, Belgium, France, Ireland, Luxembourg and the Netherlands. Whereas the right to religious freedom for all is clearly established in these constitutions, obvious differences are revealed in the legal provisions for and attitudes towards religious education. For example, the legal framework of this education has been included in the constitutions of all the analyzed countries, except in the case of France. Also, optional subjects are on offer in Germany, Belgium, the Netherlands, and Luxembourg, however no alternative subjects to RE are on offer in Austria. In this sense, the authors defend that it is essential to open up the academic dialogue about religious and spiritual issues.

The Impact of Health Information Technology on Human Rights

2012 ◽  
Vol 4 (2) ◽  
pp. 50-60
Author(s):  
Shane O’Hanlon
Keyword(s):  
Information Technology ◽  
Human Rights ◽  
Health Information ◽  
Health Data ◽  
Future Directions ◽  
The Right To Privacy ◽  
Legal Provisions ◽  
Recent Developments ◽  
The Right ◽  
The Impact

Information technology has the potential to transform healthcare and eradicate many of the inequities seen in the area by improving availability and management of health information. However the use of electronic means to process sensitive health data poses significant risks. Electronic health records have been designed to be more secure than traditional paper records, but there have been notable cases where data has been lost, stolen, or viewed by unauthorised persons. Misuse of information technology can result in severe violations of human rights. In particular the right to privacy can be eroded by inadequate protections which persist in some health systems. This article describes recent developments in the area, analyses legal provisions for protection of health data, outlines examples of rights violations, and proposes future directions.

Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

1969 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Salim Ashar
Keyword(s):  
Religious Education ◽  
Secondary Data ◽  
Holistic Education ◽  
Islamic Education ◽  
Ethical Values ◽  
Library Research ◽  
Split Personality ◽  
Objective View ◽  
The Right ◽  
Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values ​​in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values ​​and customs: ethical values ​​derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

Sign in / Sign up

Export Citation Format

Share Document