scholarly journals Shaping the Identity of the New Maltese through Ethics Education in Maltese Schools

2019 ◽  
Vol 9 (4) ◽  
pp. 253 ◽  
Author(s):  
Giordmaina ◽  
Zammit
Keyword(s):  
Religious Education ◽  
Ethics Education ◽  
School Curriculum ◽  
Moral Values ◽  
Migrant Students ◽  
Social Fabric ◽  
Opt Out ◽  
The Social ◽  
Teachers And Students ◽  
The Subject

The aim of this paper is to show how changes in the social fabric of Malta have resulted in amendments to the school curriculum in respect to the teaching of moral values. The curriculum now caters for a new subject in schools called Ethics, which is aimed at students who opt out of the mainstream Catholic Religious Education classes. As educators directly involved in its introduction in Maltese schools, as well as in the training of the subject teachers, we reflect on how this new subject relates to the development of both Maltese and migrant students’ identities. We highlight some of the challenges the subject of Ethics presents to parents, teachers and students, and the tensions some students encounter between the religious values taught at home and secular values taught at school.

Tearing the Social Fabric: Neoliberalism, Deindustrialization and the Crisis of Governance in Zimbabwe. By Padraig Carmody. Westport, CT: Greenwood Publishing Group, 2001. 240p. $67.95. African Economies and the Politics of Permanent Crisis, 1979–1999. By Nicolas Van De Walle. Cambridge: Cambridge University Press, 2001. 304p. $59.95 cloth, $19.95, paper.

2002 ◽  
Vol 96 (4) ◽  
pp. 844-846
Author(s):  
Michael F. Lofchie
Keyword(s):  
Sub Saharan Africa ◽  
African Countries ◽  
Developing Regions ◽  
Social Fabric ◽  
Cambridge University ◽  
The Social ◽  
Economic Stagnation ◽  
Publishing Group ◽  
The Subject ◽  
Sub Saharan

Sub-Saharan Africa continues to underperform the world's developing regions, remaining a region of pronounced economic stagnation at correspondingly frightful human and social costs. Exactly why this is so has been the subject of extensive debate both among academics and within the policy community. Since most sub-Saharan African countries have been implementing neoliberal economic reforms, there has been particularly heated discussion about whether or not these policies have helped to improve the economic environment.

scholarly journals Ethics education in Maltese public schools: a response to otherness or a contribution to Othering?

2020 ◽  
Author(s):  
Bernardette Mizzi ◽  
Duncan P. Mercieca
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Emmanuel Levinas ◽  
Ethics Education ◽  
Education Programme ◽  
The Other ◽  
Opt Out ◽  
Universal Values ◽  
Western Ideals

Abstract This paper reflects on the establishment of an Ethics Education Programme for school pupils aged between five and sixteen years who opt out of Catholic Religious Education in Malta. It needs to be seen in the light of the changing demography of Malta and the increasing secularisation of the country, as well as to the growing racism, islamophobia and rejection of the Other to be found all over Europe (and of course beyond). We question if the Ethics Education Programme, in its commitment to ‘totalising’ western ideals of rationality, autonomy, and universal values, is itself rooted in discomfort with the Other and constitutes a form of ethical violence. The work of Emmanuel Levinas on Otherness, sameness and violence is central to this paper.

scholarly journals The Roles of Islamic Education in Building Students’ Character within Indonesia Public Schools

2021 ◽  
Vol 3 (2) ◽  
pp. 21-39
Author(s):  
Darlan Darlan ◽  
Sagaf S. Pettalongi ◽  
Rustina Rustina
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Extracurricular Activities ◽  
School Curriculum ◽  
Islamic Education ◽  
Teachers And Students ◽  
Character Building ◽  
Depth Interviews

This study examined the role of Islamic education in building students’ character within Indonesia public schools.  In conducting the study, we used a qualitative case study method. The case of this study was a state senior high school in Palu city. Data were gathered through direct field observation, in-depth interviews which involve teachers and students. We also analyzed written material, such as the school curriculum, to understand how the character building strategies were integrated in the curriculum.  Iur study found that teachers implement character building strategies through several stages, namely the stages of planning, the stages of learning implementation, and the stages of evaluating Islamic religious education learning. The characters values were embedded in the learning of Islamic religious education.  This included the integration of character values in the school curriculum and they were taught in every day classroom leanings and in extracurricular activities.

scholarly journals Júri simulado no ensino da ética/bioética para a enfermagem

2019 ◽  
Vol 13 (2) ◽  
pp. 499
Author(s):  
Marta Pereira Coelho ◽  
Adriana Nunes Moraes Partelli
Keyword(s):  
Learning Strategy ◽  
Teaching Experience ◽  
Undergraduate Nursing ◽  
The People ◽  
The Social ◽  
Teachers And Students ◽  
Alternative Methodology ◽  
The Subject ◽  
Teaching Learning ◽  
Nursing Course

RESUMO Objetivo: relatar a experiência docente com o emprego da técnica do júri simulado no ensino da ética/bioética para a graduação em Enfermagem. Método: trata-se de um estudo descritivo, tipo relato de experiência, empregando metodologia alternativa no ensino para a graduação em saúde. Utiliza-se a técnica do júri simulado desde 2008, no 4º período, na disciplina “Interagindo com as Pessoas”. Refere-se esse relato à implementação da técnica no segundo semestre de 2018. Ocorre-se a estratégia de ensino/aprendizagem em quatro momentos distintos, sequenciais e complementares. Resultados: observou-se o envolvimento dos estudantes com a técnica do júri por meio da aplicabilidade dos conteúdos teóricos na resolução das questões discutidas com a técnica. Subsidiou-se o aprendizado com as aulas expositivo-dialogadas, que foi aprimorado e alcançado pelos próprios estudantes ao realizarem estudos complementares direcionados e colocados em prática com situações do cotidiano exposto por meio dos filmes. Conclusão: revela-se que docente e discentes aprendem a aprender, a fazer, a conviver e são sensibilizados a assumir uma postura profissional comprometida com a responsabilidade social e ética que a profissão requer. Descritores: Ensino de Enfermagem; Ética; Bioética; Aprendizagem; Estudantes; Educação Superior.ABSTRACTObjective: to report the teaching experience with the use of the simulated jury technique in ethics/bioethics teaching for the undergraduate nursing course. Method: it is a descriptive study, of experience report type, using an alternative methodology in teaching for health graduation. The simulated jury technique is used since 2008, in the 4th period, in the subject "Interacting with the People". This report refers to the implementation of the technique in the second half of 2018. The teaching/learning strategy occurs in four distinct, sequential and complementary moments. Results: the students' involvement with the jury technique was observed through the applicability of the theoretical contents in the resolution of the issues discussed with the technique. It subsidized the learning with the expository-dialoged classes, which was improved and reached by the students themselves when carrying out complementary studies directed and put into practice with daily situations exposed through the films. Conclusion: it is revealed that teachers and students learn to learn, to do, to live together and are sensitized to take a professional position committed to the social and ethical responsibility that the profession requires. Descriptors: Education; Nursing; Ethics; Bioethics; Learning; Students, Higher. RESUMENObjetivo: relatar la experiencia docente con el empleo de la técnica del jurado simulado en la enseñanza de la ética / bioética para la graduación en Enfermería. Método: se trata de un estudio descriptivo, tipo relato de experiencia, empleando metodología alternativa en la enseñanza para la graduación en salud. Se utiliza la técnica del jurado simulado desde 2008, en el 4º período, en la asignatura "Interactuando con las Personas". Se refiere este relato a la implementación de la técnica en el segundo semestre de 2018. Se produce la estrategia de enseñanza / aprendizaje en cuatro momentos distintos, secuenciales y complementarios. Resultados: se observó la participación de los estudiantes con la técnica del jurado por medio de la aplicabilidad de los contenidos teóricos en la resolución de las cuestiones discutidas con la técnica. Se apoyó el aprendizaje con las clases expositor-dialogadas, que fue perfeccionado y alcanzado por los propios estudiantes al realizar estudios complementarios dirigidos y puestos en práctica con situaciones del cotidiano expuesto por medio de las películas. Conclusión: se revela que docentes y alumnos aprenden a aprender, a hacer, a convivir y ser sensibilizados a asumir una postura profesional comprometida con la responsabilidad social y ética que la profesión requiere. Descriptores: Educación en Enfermería; Ética; Bioética; Aprendizaje; Estudiantes; Educación Superior. 

scholarly journals Dialectics of ‘Inclusion and Exclusion’ in Nepal: A Review

2021 ◽  
Vol 21 ◽  
pp. 50-61
Author(s):  
Chandra D. Bhatta
Keyword(s):  
Coming Out ◽  
Political Discourse ◽  
Social Fabric ◽  
The Social ◽  
The Subject ◽  
The Right

Nepal’s post 1990s political discourse has witnessed many issues and the most important ones, among them, are also related to inclusion and exclusion. Both of them have taken the centre stage for their own reasons.  Yet, the debate itself is not going toward the right direction and there is more than one reason for that. A closer look of the discourse on the subject indicates that it certainly has not been much helpful to address problems coming out of it. In contrast, it has not only weakened the social fabric of society but also preparing grounds for the latent conflicts as well. If Nepal’s problems of inclusion and exclusion are to be resolved, there certainly is a need to revisit the debate itself. There are certainly problems in Nepali society as they are in others societies as well. Having said this, however, the crux of the matter is that the narrative that has been established in society over the years and their role in guiding the process is not free problem. Among many other factors, they do not necessarily take societal realities and its foundations into consideration. 

scholarly journals ANALISIS KURIKULUM PENDIDIKAN AGAMA ISLAM PRA DAN PASCA UNDANG-UNDANG RI NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL

2017 ◽  
Vol 4 (1) ◽  
pp. 1-21
Author(s):  
Asfiati Asfiati
Keyword(s):  
Cultural Values ◽  
Moral Education ◽  
Religious Education ◽  
Education System ◽  
Moral Values ◽  
Learning Activities ◽  
Education Curriculum ◽  
National Education ◽  
National Education System ◽  
The Subject

The curriculum is very strategically used as guidelines for the implementation of learning activities, which included a guide to the interaction between teachers and learners. Development and curriculum development in Islam refers to the changes in the field and the subject matter as well as the change of time, the essence of the curriculum in the educational aspects of the macro objectives. Islamic religious education curriculum Post Undang-Undang RI Nomor 20 Year 2013 on National Education System played a role important in recognizing the importance of moral education and cultural values culture based on moral values and rules that divine principle that is Almighty.

scholarly journals Religious Education: Contribute to Social Cohesion or Lead to Social Disparity?

2020 ◽  
Vol V (III) ◽  
pp. 86-97
Author(s):  
Samreen Mahmood ◽  
Maksal Minaz ◽  
Madeeha Murad
Keyword(s):  
Religious Education ◽  
Social Cohesion ◽  
Research Problem ◽  
Structured Interview ◽  
Key Factors ◽  
Factors Affecting ◽  
The Social ◽  
Teachers And Students ◽  
Social Disparity

The purpose of this study was to investigate the role of madrassa education in building up a religiously cohesive society. The queries and questions which this research study addressed were: To investigate the social cohesion and disparity in the society. What are the key factors, which contribute to social cohesion or lead to social disparity? What is the understanding of madrasa administrators about social cohesion and social disparity? The study was qualitative in nature; an ethnographic case study was conducted to investigate the research problem, in order to investigate the research questions, administrators of all the 5 madrassa boards were interviewed, Semi-structured interview was conducted from the teachers and students of different school of thoughts to find out the different factors affecting social cohesion

scholarly journals Problematika Pembelajaran Agama Islam Di Sekolah Menengah Kejuruan Negeri 13 Malang

2019 ◽  
Vol 2 (1) ◽  
pp. 1-20
Author(s):  
Subhan Adi Santoso
Keyword(s):  
Religious Education ◽  
Environmental Problem ◽  
Islamic Education ◽  
Vocational High School ◽  
Learning Problem ◽  
Problem Management ◽  
Teachers And Students ◽  
Research Findings ◽  
The Subject ◽  
Location Study

Abstract: Education is the key to the formation of competent human resources in building the nation. Education has a very urgent role to ensure the development and survival of a nation. Education is also a benchmark to advance a nation, and to mirror the personality of its people. The author will choose a location study at Vocational High School 13 Malang, the subject of his research is the principal, vice principal part of the curriculum, Islamic religious education teachers, and students. In this study the authors used three kinds of data collection techniques are methods of observation, interviews, documentation methods. Research findings have been obtained by the authors as follows: Problem in Students in Learning Islamic Education, Problem Educator (Teacher) In the Islamic Religious Education Learning, Problem Management in Islamic Religious Education Learning, Problem curriculum in Islamic Religious Education Learning, Problem Facilities and Infrastructure In Islamic Religious Education Learning,Environmental Problem In Islamic Religious Education Learning

scholarly journals Space of Geography Content in Social Studies of School Education Curriculum in Nepal

2018 ◽  
Vol 17 ◽  
pp. 1-20
Author(s):  
Krishna Prasad Poudel
Keyword(s):  
Social Studies ◽  
Social Issues ◽  
Secondary Level ◽  
School Curriculum ◽  
School Education ◽  
Education Curriculum ◽  
The Social ◽  
Bona Fide ◽  
The Subject ◽  
Compulsory Subject

Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of the academic disciplinary subjects of social sciences, such as, geography, history, sociology, anthropology, civics, economics, psychology, culture including numbers of social issues and agendas in an integrated form including the past events in the study enables and inspires students to understand the present and become the bona fide citizens. The present paper has focused the position of geography content in the social studies of school education curriculum in Nepal. It has been over viewed in the context of content incorporated inside the subject according to the grades from basic to the secondary level and the delivery systems in each chapter. At the end, the final outcomes have been summarized as a form of suggestions to improve the disciplinary development of geography content in the social studies of school education curriculum. The Third Pole: Journal of Geography Vol. 17: 1-20, 2017

scholarly journals The Analytic Lenses of Ethnography

2017 ◽  
Vol 3 ◽  
pp. 237802311773525 ◽  
Author(s):  
Colin Jerolmack ◽  
Shamus Khan
Keyword(s):  
Social World ◽  
Ideal Type ◽  
Test Theory ◽  
Ideal Types ◽  
Social Fabric ◽  
Theoretical Approaches ◽  
The Social ◽  
The Subject ◽  
Different Dimensions

It is almost axiomatic that there are two contrasting theoretical approaches to ethnography: induction and deduction. However, regardless of whether ethnographers build theory from observations (induction) or use observations to test theory (deduction), they approach the field armed with one or more particular analytic lens that leads them to focus on a distinct thread of the social fabric. We outline the suite of analytic lenses that typify ethnography and identify eight ideal types. Though not mutually exclusive, they can be usefully grouped and contrasted accordingly: (1) the level of explanation: micro, organizational, and macro; (2) the subject of explanation: people and places and mechanisms; (3) the location of explanation: dispositions and situations; and (4) reflexivity. We specify the basic modes of analysis that typify each ideal type, trace their implications for how one selects units of observation, and demonstrate how these different ethnographic styles illuminate different dimensions of the social world.

Sign in / Sign up

Export Citation Format

Share Document