scholarly journals An Exploration of Subjective-Life of Spirituality and Its Impact

2018 ◽  
Vol 8 (4) ◽  
pp. 212
Author(s):  
Yusuf Ogretici
Keyword(s):  
Religious Education ◽  
Religious Belief ◽  
Spiritual Experience ◽  
Educational Practices ◽  
Life Orientation ◽  
Resonant Field ◽  
Contemporary World ◽  
Mode Of Life ◽  
A Site ◽  
Tremendous Impact

This paper contributes to the discussion on how morality may be uncertain when life orientation changes, for instance, from religious belief to spirituality. Accepting the ‘subjectivation’ thesis as a key concept in understanding the contemporary world, the spiritual realm is treated as a site on which the subjective turn has made a tremendous impact. That turn is investigated particularly in a comparison between “subjective-life” spirituality and “life-as” religion. Then, this paper asks what happens to morality when people’s religious belief disappears, changes, or evolves into spiritual experience. Educational practices are also viewed as a resonant field where the subjective turn has impacted on morality. The context of this paper refers to the subjective turn, as explained by The Spiritual Revolution: Why Religion is Giving Way to Spirituality. Then, the comparison of “life-as” and “subjective-life” is expressed according to their diverse values. Finally, the conclusion deals with the crucial points of morality in subjective life. In this regard, it is stressed that ‘subjectivation’ is a feature of our time, and presenting a remarkable challenge in the realm of values. Since their orientations are different, ‘subjective-lives’ have a different disposition in morality than the mode of “life-as”. Although it is impossible to generalize concerning whether or not spirituality is moral, nevertheless, it is expected that there will be challenges for religious education when dealing with spirituality.

Developmental regulation and morphological saltation in the heteromorph ammonite Nipponites

Paleobiology ◽  
1988 ◽  
Vol 14 (3) ◽  
pp. 272-286 ◽  
Author(s):  
Takashi Okamoto
Keyword(s):  
Developmental Regulation ◽  
Shell Growth ◽  
Growth Direction ◽  
Intermediate Form ◽  
Free Living ◽  
Neutral Buoyancy ◽  
Life Orientation ◽  
Sea Bottom ◽  
Mode Of Life ◽  
Lower Limits

Nipponites, a Late Cretaceous nostoceratid ammonite, shows a peculiar meandering shell growth in the middle-late stage. Assuming neutral buoyancy, and a constant aperture angle relative to the sea bottom, meandering growth of this ammonite was modeled by computer simulation. In this model, the meandering shell growth is controlled by regulation of life orientation. The remarkable similarity in the coiling modes and rib obliquity patterns between the computer-simulated and actual specimens strongly suggests a free living mode of life in Nipponites with an approximately neutral buoyancy. The simulation also suggests that morphological saltation from a simple helicoid form like Eubostrychoceras japonicum to a meandering shell form like Nipponites occurred abruptly without any intermediate form by minor change of the upper and lower limits of growth direction.

Parents’ Expectations of Religious Congregations

2021 ◽  
pp. 191-216
Author(s):  
Christian Smith ◽  
Amy Adamczyk
Keyword(s):  
Religious Education ◽  
Religious Belief ◽  
Religious Beliefs ◽  
Religious Faith ◽  
Church Leaders ◽  
Practical Reasons ◽  
Religious Development ◽  
Religious Congregations ◽  
Cultural Traditions ◽  
Youth Ministers

Church leaders, youth ministers, and volunteers are likely curious about the extent to which parents find congregations useful in transmitting religious beliefs and behaviors. This chapter explores how parents use religious congregations to transmit religious belief. The chapter discusses why parents tend to feel that they, rather than their congregations, are primarily responsible for passing on religious faith. Many parents select their congregations for fairly practical reasons, they have a lot of confidence in their own understanding of religion, and they want to be involved in all aspects of their child’s life, including religious development. This chapter also unpacks what parents see as the most valuable contributions that congregations provide for their children. These include the congregation’s role in providing religious education, making religion fun for their children, and transmitting cultural traditions.

scholarly journals PENGARUH PENDIDIKAN AGAMA KRISTEN DALAM KELUARGA DAN RUTINITAS KEGIATAN IBADAH DI SEKOLAH TERHADAP PEMBENTUKAN MORAL SISWA DI SEKOLAH MENENGAH PERTAMA NEGERI 2 PANCUR BATU

2021 ◽  
Vol 4 (1) ◽  
pp. 53-72
Author(s):  
Pitri Sartika Sihotang ◽  
Hermanto Sihotang ◽  
Risa Ariska Tarigan
Keyword(s):  
Religious Education ◽  
Ethical Behavior ◽  
Field Research ◽  
Future Generations ◽  
Moral Formation ◽  
Teaching Activities ◽  
Christian Perspective ◽  
Christian Morality ◽  
The Family ◽  
Tremendous Impact

This study investigates the influence of Christian religious education in families and worship activities in schools on moral formation for students. Researchers have noticed that PAK teaching activities in families are a separate asset in the field of PAK. An activity that has a tremendous impact on future generations. Besides, routine worship activities in schools also need attention from all parties, namely parents, teachers, and the community. Of course not forgetting for the students themselves. Meanwhile, moral which is often equated with the formation of one's cognition, affection, and ethical behavior cannot be taken for granted. This must be formed in a time trajectory that requires energy, time thought, energy, money, and concentration to achieve an ideal moral form, especially from a Christian perspective. The method used is field research with post ex facto. From the data entered, it was found that the variable tendency was high, namely PAK Keluarga (X1) by 91%, student worship routines (X1) by 94%, and 97% for the formation of student morality (Y). Thus the proposed hypothesis has been answered through research. Therefore, religious education activities in the family and worship in schools need to be carried out regularly to obtain good morality for students. All parties should take this effort more seriously from the perspective of Christian morality formation.

Islam in Pakistan

2018 ◽  
Author(s):  
Muhammed Qasim Zaman
Keyword(s):  
Late Nineteenth Century ◽  
Past Century ◽  
Muslim Country ◽  
Islamic State ◽  
Colonial Era ◽  
Place Meaning ◽  
Contemporary World ◽  
Soviet Occupation ◽  
British Colonial ◽  
A Site

The first modern state to be founded in the name of Islam, Pakistan was the largest Muslim country in the world at the time of its establishment in 1947. Today it is the second-most populous, after Indonesia. This book is the first comprehensive book to explore Islam's evolution in this region over the past century and a half, from the British colonial era to the present day. The book presents a rich historical account of this major Muslim nation, insights into the rise and gradual decline of Islamic modernist thought in the South Asian region, and an understanding of how Islam has fared in the contemporary world. Much attention has been given to Pakistan's role in sustaining the Afghan struggle against the Soviet occupation in the 1980s, in the growth of the Taliban in the 1990s, and in the War on Terror after 9/11. But as this book shows, the nation's significance in matters relating to Islam has much deeper roots. Since the late nineteenth century, South Asia has witnessed important initiatives toward rethinking core Islamic texts and traditions in the interest of their compatibility with the imperatives of modern life. Traditionalist scholars and their institutions, too, have had a prominent presence in the region, as have Islamism and Sufism. Pakistan did not merely inherit these and other aspects of Islam. Rather, it has been and remains a site of intense contestation over Islam's public place, meaning, and interpretation. Examining how facets of Islam have been pivotal in Pakistani history, this book offers sweeping perspectives on what constitutes an Islamic state.

Beating Children Is Wrong, Isn't It? Resolving Conflicts in the Encounter Between Religious Worldviews and Child Protection

2013 ◽  
Vol 15 (2) ◽  
pp. 130-143 ◽  
Author(s):  
Catherine Shelley
Keyword(s):  
Cultural Differences ◽  
Religious Education ◽  
Corporal Punishment ◽  
Religious Belief ◽  
Child Protection ◽  
Forced Marriage ◽  
Religious Difference ◽  
Honour Killing ◽  
Religious Worldviews

Responding to the death of Victoria Climbié in 2003, the Laming Report stated that cultural differences should never again be a factor in inadequate child protection. Yet since that time there have been further deaths of children involving exorcism and allegations of witchcraft, based in part on particular understandings of Christianity. Situations resulting in forced marriage, cliterodectomy, ‘honour’ killing and corporal punishment are practices often perceived as arising from religious belief, both by those who defend them and by critics. This article explores practices perceived as grounded in religious belief or culture that conflict with current child protection practice and norms about what is harmful to children. The role of religious education, rights to manifest religious belief and different understandings of adoption are also considered as examples of religious difference in understandings about children. Engagement with religious difference through a defence of children's rights and autonomy are proposed as one means to resolve conflicts between religious worldviews and what it means to protect children. The aim is to identify and foster reflection and debate about different understandings of what constitutes harm, in order to enhance consensus over child protection where views of what is harmful differ radically.1

scholarly journals Membangun Keimanan dan Toleransi Beragama Melalui Model Pembelajaran Hiwar Jadali di Masa Pandemi Covid-19

2020 ◽  
Vol 7 (2) ◽  
pp. 163-180
Author(s):  
Munawar Rahmat ◽  
Endis Firdaus
Keyword(s):  
Religious Education ◽  
Religious Belief ◽  
Comparative Method ◽  
Learning Model ◽  
The Other ◽  
Islamic Education ◽  
Religious Tolerance ◽  
The Right

Abstract. Religious tolerance among students is quite problematic. The results of previous studies showed that student’s intolerance was quite high. The question is, how to teach students a solid faith and be tolerant of other religions and different Islamic groups? Abdurrahman An-Nahlawi, An Islamic Scholar and Professor of Islamic Education in Egypt introduced seven types of Quranic methods, one of which is Hiwar Jadalī (dialogue-argumentative Qurani). This method is thought to strengthen faith as well as religious tolerance of students, provided that the lecturer can choose the right verses. This study aims to produce Hiwar Jadalī learning model in Islamic Religious Education to strengthen the religious belief and tolerance of UPI students. This research uses descriptive-comparative method. Two classes used the Hiwar Jadalī learning model while the other two classes used the ordinary model. As a result, Hiwar Jadalī’s learning model was proven to be more effective in strengthening students’ faith and religious tolerance. Abstrak. Toleransi beragama di kalangan mahasiswa cukup bermasalah. Hasil-hasil penelitian terdahulu menunjukkan intoleransi mahasiswa cukup tinggi. Pertanyaannya, bagaimanakah mengajarkan keimanan yang kokoh kepada mahasiswa sekaligus toleran terhadap agama dan golongan Islam lain yang berbeda?. Abdurrahman An-Nahlawi, Ulama dan Guru Besar Pendidikan Islam Mesir mengenalkan tujuh jenis metode Qurani, salah satunya Hiwar Jadalī (dialog-argumentatif Qurani). Metode ini diduga dapat mengokohkan keimanan sekaligus toleransi beragama bagi mahasiswa, dengan catatan dosen dapat memilih penggalan ayat-ayat yang tepat. Penelitian ini bertujuan menghasilkan model pembelajaran Hiwar Jadalī dalam Pendidikan Agama Islam untuk mengokohkan keimanan dan toleransi beragama mahasiswa UPI. Penelitian ini menggunakan metode deskriptif-komparatif. Dua kelas menggunakan model pembelajaran Hiwar Jadalī sedangkan dua kelas lainnya menggunakan model biasa. Hasilnya, model pembelajaran Hiwar Jadalī terbukti lebih efektif mengokohkan keimanan dan toleransi beragama mahasiswa.

scholarly journals Inter-religious and inter-Christian Dialogue – a Contemporary Ecclesial Educational Priority

2018 ◽  
Vol 10 (2) ◽  
pp. 36
Author(s):  
Ionut GHIBANU
Keyword(s):  
Religious Education ◽  
Religious Movement ◽  
Church Of Christ ◽  
The Road ◽  
Contemporary World ◽  
Religious Dialogue ◽  
The World ◽  
The Media ◽  
The Church ◽  
Made In

The contemporary world is dominated by communication and dialogue despite conflicts and wars of all kinds. Dialogue is an actual existential need and a responsibility that the current generation has for the future. From this perspective, inter-Christian and inter-religious dialogue is a life necessity and a pledge of genuine faith in God, because, beyond everything that separates us, He is the Creator of all of us, the source of life, and we are all part of the same human family.If inter-Christian dialogue seeks to achieve the unity of the Church of Christ by concrete actions, theological dialogue and philanthropic gestures, inter-religious dialogue aims at establishing communication bridges in order to give common testimony as regards matters of wide interest, such as the ecological issue, defence of unborn life, peace, justice or social equity.   Modern inter-Christian or ecumenical movement arose about a century ago and although the road to full unity seems long, many steps have been made in this direction. The inter-religious movement especially focuses on the dialogue among the major monotheistic religions of the world and today it gives us many hopes.Our study aims to show that ecumenical and inter-religious education is a necessity of our times that may lead to defusing many conflicts and preventing future tensions based on religion. Here, we have in mind the education within the Romanian Orthodoxy received during the religion classes in school and also with the help of the media.

scholarly journals Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland

Religions ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 184
Author(s):  
Graeme Nixon ◽  
David Smith ◽  
Jo Fraser-Pearce
Keyword(s):  
Empirical Study ◽  
Religious Education ◽  
Religious Belief ◽  
Social Attitudes ◽  
Approaches To Teaching ◽  
Personal A ◽  
Teaching Religion ◽  
The Subject ◽  
Survey Responses ◽  
Academic Qualifications

This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profession. This paper, acknowledging the similar and contrasting natures of England and Scotland in terms of the history, status and purpose(s) of the subject, demonstrates that RE teachers in these countries come from diverse academic backgrounds, and that most RE teachers in England and Scotland do not believe in God(s). Nearly half of RE teachers in England and more than half in Scotland have no religion. The granulation to England and Scotland allows us to make tentative links with national census and social attitudes research, and with literature, which posits nuanced secularisation trajectories. Furthermore, the data allow us to cross-tabulate (for example, between degree background and religious beliefs), as well as with the data in extant research about the risks of sanitised and essentialised approaches to teaching religion in schools.

Readdressing Spiritual Growth: What Can We Learn From Childhood Education?

2020 ◽  
pp. 002216782093861
Author(s):  
Anna Polemikou ◽  
João P. Da Silva
Keyword(s):  
Present Article ◽  
Religious Education ◽  
Spiritual Development ◽  
Spiritual Growth ◽  
Spiritual Experience ◽  
Public Schooling ◽  
Childhood Education ◽  
Early School ◽  
Similarities And Differences ◽  
Critical Overview

The present article is specifically devoted to summarizing the literature on children’s emerging spirituality, so as to provide a synthesis of traditional and current understandings of spiritual development. To this end, it pulls together all the disparate yet interconnected theoretical positionings on this dubious construct. Specifically, the first section explains the importance of spiritual experience in children’s lives, as depicted in statutory requirements, and evaluates ongoing efforts to demarcate spirituality from—or to locate spirituality within—religious education. Subsequently, a critical overview of selected theoretical taxonomies tracing spiritual progression during the early school years is presented. Similarities and differences are contemplated, followed by considerations on how these may inform curriculum implemen-tation decisions and how they might advance ongoing efforts to instill spiritual literacy in public schooling.

scholarly journals ‘&I/&you’ An Innovative Research Instrument for Youngsters to Explore Their Life Orientation

Religions ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Ina ter Avest
Keyword(s):  
The Netherlands ◽  
Religious Education ◽  
Faith Development ◽  
Religious Tradition ◽  
The Other ◽  
Environmental Concerns ◽  
General Introduction ◽  
Pilot Studies ◽  
Life Orientation ◽  
Preliminary Results

In this contribution, we explore youngsters’ positionality regarding religion and present an example to facilitate them to ‘research’ their own beliefs and their affective commitments to their faith. We start with a short general introduction in Fowler’s theory of faith development. This is followed by findings from research in England, Estonia, Ghana, the Netherlands, and Malawi. From these findings, we conclude that youngsters need to be guided in their exploration of religious and secular worldview traditions. For this, we developed an instrument in particular for Muslim youngsters ‘at risk’ for radicalization: ‘&I/&you’. It is along the lines of religious tradition(s), citizenship, discrimination, and environmental concerns that students explore their convictions, broaden their horizons, and further develop their own (religious or secular) life orientation. Our innovative and explorative instrument (‘&I/&you’)—part of the PIREd (PIREd: Playful Islamic Religious Education) module of seven lessons—is described in detail. Preliminary results of pilot studies are promising. Students see this instrument as a ‘space’ for dialogue and love to share their ideas and sharpen their mind ‘in the presence of the other’.

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