scholarly journals Alternativa pedagógica para el desarrollo de la ética profesional en la educación religiosa escolar de la Unidad Educativa de La Salle

2020 ◽  
Vol 6 (1) ◽  
pp. 233-244
Author(s):  
Silvia Lincango
Keyword(s):  
Religious Education ◽  
Spiritual Development ◽  
Professional Ethics ◽  
Educational Institutions ◽  
Religious Institutions ◽  
Educational Processes ◽  
Religious Formation ◽  
The Republic ◽  
Teaching Learning ◽  
Religious Nature

The training in religious institutions in the Republic of Ecuador coexists with training in non-religious institutions. This implies, for first-class institutions, an additional effort in relation with the didactic and educational processes typical of religious education. It must be understood, therefore, that teachers require a specialized attention in terms of their demanding preparation in order to provide a high-quality instructive and training process, in consonance with the characteristics of this training and institution (Fernández, 1998; Navarro, 2010; Villarroel, & Quishpe, 2018). The professional ethics in religious education is not exclusive from the educational institutions, it is also practiced through the spiritual development processes of churches. But in the case of religious school training, its attention is a priority in educational institutions of a religious nature, even when they may develop as part of a religious order, as is the case of La Salle High School. The strength of the professional ethics of teachers in these institutions should be a constant concern in favor of the best pedagogical performance for the formative and didactic - methodological for the instructive in the preparation with thought and action according to the religious formation of the students. The importance of this research in the La Salle, refers to the educational teaching professionals developing, from axiological foundations in line with religious formation, a good methodology and teaching for "teaching-learning" is to raise awareness among teachers about the need to know and choose captivating strategies that keep children motivated , with depth in its theological conception and sensitivity to the needs and problems of others in the daily life.

scholarly journals New Model of Anti Radicalisme Learning for Moslem Teacher

2016 ◽  
Vol 1 ◽  
pp. 36-43
Author(s):  
Ucok Agus Saputra
Keyword(s):  
Character Education ◽  
Religious Education ◽  
Educational Institutions ◽  
New Order ◽  
Religious Groups ◽  
National Agency ◽  
New Model ◽  
Islamic Movements ◽  
The People ◽  
The Republic

Post-fall of the New Order regime, the action of Islamic radicalism spreads out fast in Indonesia. Unluckily, actors and the perpetrators are mostly Muslimand claiming graduated from Islamic educational institutions. Radical Islamic movements nowadays are worrying the people and threaten the life of the nation that contains the values of pluralism, tolerance, and acculturative, including in religion. According to way of life on Indonesian, Pancasila, and the 1945 Constitution and the Republic of Indonesia which is the basics of nation and state are also threatened. even their movement tends to do with violence. Proven by the presence of several violent incidents that resulted in deaths were not counted. (National Agency for Counter of Terrorism, 28/8/2002). Therefore, Indonesia  (and even the world) needs strategies to prevent the anti-radicalism and terrorism. Learning the last fact, education that be designed by conforming new model of learning for Moslem Teacher is absolutely needed. The approach to the handle the Islamic radicalism must always be strived, One of models is through character education. Education is partly done by reconstructing the Islamic Religious Education (PAI) that is taught in educational institutions. Reconstruction of PAI should be able to produce learners that possess attitude of tolerant, moderate and inclusive. In short, there is a tendency of systematic efforts made by certain religious groups to teach the doctrine of religious hardliners among students of Elementary School (SD), that often reborn radicalization. Here, the writer will show how Moslem teacher can take anti-radicalims learing by some new models that can be implemented, namely the de-radicalization preventive, de-radicalization preservative against moderate Islam, and  curative deradicalised.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Web 2 (y 3).0 desde una óptica empresarial

2008 ◽  
pp. a095
Author(s):  
José Ignacio Aguaded Gómez ◽  
Manuel Fandos Igado
Keyword(s):  
Educational Institutions ◽  
Educational Processes ◽  
Individual Needs ◽  
Teaching Learning

Los autores de este artículo nos proponen que «lo educativo» también está impregnado por «lo económico» y que empresas e instituciones educativas se enfrentan hoy a unos problemas derivados de las herramientas y canales que, cada vez más, están empleándose en los procesos educativos de enseñanza-aprendizaje.Una idea sobresaliente de este artículo es la consideración del alumno como un cliente que demanda un producto o servicio acorde con sus necesidades particulares.AbstractThe authors of this article suggests that what is «educational» is also related to what is «economical» and that companies and educational institutions have to face up to the problems generated by the tools and channels which are often used in teaching / learning educational processes .An excellent idea in this article is to consider the student a client who demands a product or service which matches his individual needs.

scholarly journals The Role of Islamic Education Teachers in Preventing Radicalism at Madrasa Aliyah

2021 ◽  
Vol 4 (1) ◽  
pp. 74-90
Author(s):  
Udin Supriadi ◽  
Usup Romli ◽  
Mohammad Rindu Fajar Islamy ◽  
Muhamad Parhan ◽  
Nurti Budiyanti
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Analysis Method ◽  
Interactive Analysis ◽  
Analysis Technique ◽  
The Republic ◽  
Teaching Learning ◽  
Islamic Values

Radicalism is seen as dangerous for the integrity of the Republic of Indonesia. It is contradictory to Islamic values, where Islam upholds the principles of tolerance, peace, and respect for one's beliefs. Therefore, serious efforts are required from all levels of society to minimize the spread of this understanding, especially for the millennial generation. This study aims to find conceptual ideal ideas to deal with issues of radicalism through the role of (IRE) Islamic Religious Education teachers in the formal learning process at schools. This study employed a qualitative approach with a descriptive analysis method. The study was carried out in Madrasa Aliyah (Islamic Senior High School) Maarif Tanjung Sari Sumedang. Data were collected through an interview, observation, and discussion. The data were analyzed using the interactive analysis technique. Results of the study revealed that the Islamic Religious Education teacher of MA Maarif Tanjung Sari played an important role in stemming radicalism. Implementing 5 principles in the teaching-learning process is the key.

Limits to Religious Diversity Practice in Indonesia

2014 ◽  
Vol 42 (6) ◽  
pp. 722-746
Author(s):  
Minako Sakai ◽  
M. Falikul Isbah
Keyword(s):  
Social Services ◽  
Religious Education ◽  
Religious Diversity ◽  
Educational Institutions ◽  
Religious Institutions ◽  
Disaster Victims ◽  
Grass Roots ◽  
Philanthropic Organizations ◽  
Grassroots Level ◽  
Theologically Conservative

Although religious diversity is legally supported in Indonesia, incidents of attacks on religious minorities and anxiety towards the practice of religious pluralism have continued to plague the country. This paper will analyse factors limiting the practice of religious diversity in post-Suharto Indonesia with a focus on two types of important grass-roots religious institutions. The first type is religious philanthropic organizations, which provide social services for natural disaster victims and the poor. The second type of religious institution is traditional Islamic schools known as pesantren salaf, one of most the important educational institutions for Islamic scholars. This paper will show that increased religiosity has contributed to the growth of socially-engaged religious organizations being used to address social problems, but these religious institutions are naturally developing their operational links within their own religious affiliations and communication beyond their religion is restricted because of mutual anxiety. This paper will also examine the challenge presented by traditional Islamic educational institutions. In order to protect Islam from secularism, these institutions are promoting theologically conservative Islamic teachings that curtail the practice of religious diversity at the grassroots level. Our case studies show that religious education has unintentionally limited the development of religious diversity in Indonesia.

scholarly journals The State of Religious Education in Azerbaijan in the 20th Century and Today

Islamovedenie ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 24-33
Author(s):  
Hasanli Elchin Abbas oglu ◽  
Keyword(s):  
Religious Education ◽  
20Th Century ◽  
The State ◽  
Educational Institutions ◽  
State Control ◽  
Religious Groups ◽  
Educational Activities ◽  
History Of ◽  
The Republic ◽  
Republic Of Turkey

The article examines the history of religious education in Azerbaijan, its place and role in the Soviet and post-Soviet periods. In Soviet times, many mosques were closed in Azerbaijan, as in other socialist republics, and religious education was controlled by the state. Starting in the 1940s, the Soviet regime's attitude towards religions, including Islam, began to soften, and some closed mosques were allowed to operate. In Soviet times, there were 17 mosques in Azerbaijan. At the end of the 20th century, after Azerbaijan gained independence, mosques and religious ed-ucational institutions were re-opened, and a number of fundamental laws regulating the activities of Islamic educational institutions were adopted. In this regard, the article reflects educational activities of Islamic institutions currently operating in the country. The activities of the Republic of Turkey to establish a network of religious educational institutions in Baku and other regions are particularly noted. The author considers it inappropriate to leave religious education outside state control, since various radical religious groups may use it for their political purposes.

scholarly journals THE ROLE OF ISLAMIC EDUCATIONAL INSTITUTIONS IN ENSURING SOCIAL STABILITY

2020 ◽  
pp. 226-228
Author(s):  
Y. Jahongirov
Keyword(s):  
Key Words ◽  
Religious Education ◽  
Scientific Literature ◽  
Educational Institutions ◽  
Social Stability ◽  
Key Words And Phrases ◽  
Religious Tolerance ◽  
Freedom Of Conscience ◽  
The Republic

The article analyzes the reforms carried out in the field of religious education and upbringing during the years of independence in the Republic of Uzbekistan on the basis of scientific literature. KEY WORDS AND PHRASES: religion, Islam, religious tolerance, freedom of conscience, religious confessions, mosque, madrasah.

scholarly journals School construction in Chechnya during the 1920s – 1936s

2021 ◽  
pp. 169-178
Author(s):  
Anzhela Validovna Timaralieva
Keyword(s):  
Religious Education ◽  
Rural Areas ◽  
Positive Impact ◽  
School Curriculum ◽  
School Construction ◽  
Educational Processes ◽  
Curriculum Creation ◽  
The Republic ◽  
The Government

This article is dedicated to the question of eradication of illiteracy among school-age population of Chechnya during the 1920 – 1936. The author explores the role of religious figures in education; the cohort of students and construction of schools in the cities and rural areas; the arrangement of school curriculum, creation of alphabet, and solution of the problems with professional personnel shortage; as well as the system of dropouts and grade repetition. The republic is currently experiences one of the most difficult periods in its history. The leadership of the Chechen Republic is doing everything possible to ensure that education is evaluable to every resident. The reference to the historical experience of school construction allows reconstructing the severely deformed educational processes. The scientific novelty consists in studying the problem from the perspective independent of the Marxist-Leninist outlook upon the educational processes. The government, supporting the atheistic worldview, set the task to build a new personality, with no presence of religion what so ever, whose mentality would be all about building the Communism and fight the Capitalism. As of today, religion is an integral part of every Chechen; simultaneous secular and religious education has a positive impact upon personal becoming. Emphasis is placed on the fact that there were very few girls in the schools. This indicator has remained consistent for virtually the entire period of school reform in Chechnya.

scholarly journals Comparison of institutions preferred by business schools for achieving accreditation: The example of Republic of Turkey and the Turkish Republic of Northern Cyprusİşletme fakültelerinin akredite olmak için tercih ettiği kurumların karşılaştırılması: Türkiye Cumhuriyeti ve Kuzey Kıbrıs Türk Cumhuriyeti örneği

2017 ◽  
Vol 14 (4) ◽  
pp. 3521 ◽  
Author(s):  
Ahmet Vecdi Can ◽  
Bilge Önal
Keyword(s):  
Data Base ◽  
Business Schools ◽  
Business Administration ◽  
Accreditation Process ◽  
Educational Institutions ◽  
Turkish Republic ◽  
Educational Processes ◽  
Northern Cyprus ◽  
The Republic ◽  
Republic Of Turkey

Nowadays the competition is not only in trade but also in almost every field. So the educational institutions have to show their differences and their superiority. In this way, educational institutions have resorted to institutions that would achieve this goal by accrediting themselves in their fields in order to prove their qualifications and to improve themselves, improve their maturation and consolidation, and also provide benchmarking. Accreditation for educational institutions is an acknowledgment that educational processes and institutions are in line with specific standards.  In this study, universities operating in the Republic of Turkey and the Turkish Republic of Northern Cyprus and having a Faculty of Business Administration were examined. Among the Faculty of Business Administration, those who initiate and complete the accreditation process are separated. Then it was researched to which institutions the relevant faculties are accredited or applied for. As a result, it has emerged that AACSB and IACBE are preferred. The accreditation processes of these two accreditation foundations, their membership fees and the ways in which they publicize themselves are compared with each other. The aim of this study is to compare the preferred accreditation institutions in our country with each other and to establish a data base for business faculties who want to be accredited and to provide convenience when choosing an accreditation institution.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetRekabetin artık sadece ticarette değil hemen her alanda olması birlikte eğitim kurumları da kendi farklılıklarını ve üstünlüklerini ortaya koyma çabasına girmişlerdir. Bu yolda eğitim kurumları kalitelerini ispat etmek, ve bunun yanı sıra gelişimleri için destek almak, olgunlaşma ve sağlamlaşma sağlamak ve ayrıca benchmarking için alanlarında akredite ederek bu hedefe ulaştıracak kurumlara başvurmayı tercih etmektedirler. Eğitim kurumları için Akreditasyon eğitim süreçlerinin ve kurumun belirli standartlar doğrultusunda olduğunu gösteren bir onay niteliğindedir. Bu çalışmada Türkiye ve KKTC’de faaliyet gösteren Üniversiteler incelenmiştir. İşletme Fakülteleri arasında öncelikle akreditasyon süreçlerini başlatan ve tamamlayanlar ayrıştırılmıştır. Ardından ilgili fakültelerin hangi kurumlara akredite olduğu veya olmak için başvuruda bulunduğu araştırılmıştır. Bunun sonucunda AACSB ve IACBE’nin tercih edildiği ortaya çıkmıştır. Bu iki Akreditasyon kurumunun akreditasyon süreçleri, üyelik ücretleri ve kendilerini kamuoyuna sunuşları birbirleriyle karşılaştırılmıştır. Bu çalışmanın amacı ülkemizde tercih edilen akreditasyon kurumlarının birbirleriyle karşılaştırılıp, akredite olmak isteyen işletme fakülteleri için bir veri tabanı oluşturması ve kendilerine akreditasyon kurumu seçerken tercih aşamasında karşılaştırma yaparken kolaylık sağlanmasıdır.

scholarly journals PENDIDIKAN DAN POLITIKUS : ANALISIS PEMIKIRAN M. NATSIR TENTANG PENDIDIKAN ISLAM DI INDONESIA

2018 ◽  
Vol 3 (1) ◽  
pp. 39
Author(s):  
Ahmad Hayati Nufus
Keyword(s):  
Religious Education ◽  
Active Role ◽  
Shared Responsibility ◽  
Islamic Education ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Integrated Education ◽  
The People ◽  
The Republic ◽  
Educational Thinking

Abstract: This paper aims to analyze the thoughts of Mohammad Natsir on Islamic Education of Indonesia. Indeed education is a shared responsibility of all people, not just the task of education experts, political experts can play an active role in education. Long before independence and after independence education became the first and foremost thing that must be considered and realized according to the culture and needs of the people of Indonesia. Mohammad Natsir is one of the Indonesian politicians who are able to bring education changes and education curriculum in Indonesia. He no longer sees that public and religious education are separated and unrelated, but integrated. This is evidenced by the existence of educational institutions that he pioneered the Islamic education school and some educational thinking that until now still used in the education curriculum of the Ministry of Religious Affairs of the Republic of Indonesia with the term "integrated education". Keywords: Islamic Education, Thought, Mohammad Natsir

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