Religious Education in Taiwan's Public Schools

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara, terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci: Pengembangan, Pondok Pesantren As’addiyah. AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords: Development, As'addiyah Islamic Boarding School.

A Survey of Christian Religious Education in the United States

American Journal of Islamic Social Sciences ◽

10.35632/ajiss.v20i1.514 ◽

2003 ◽

Vol 20 (1) ◽

pp. 1-19

Author(s):

Jerald F. Dirks

Keyword(s):

United States ◽

Public Schools ◽

Religious Education ◽

Supreme Court Decision ◽

The United States ◽

Youth Groups ◽

Religious Educators ◽

Contemporary Status ◽

Children's Sermons ◽

Private Christian Schools

Prior to the landmark Supreme Court decision of June 1963, which banned public prayer from the public schools, Christian religious education was often a routine part of the overt instruction provided by the American public school system. However, in the wake of that legal milestone, even though instruction in the Judeo-Christian interpretation of religious history continued to be taught covertly, American churches began relying more heavily on providing Christian religious education. This article briefly presents Christianity’s contemporary status in the United States and reviews such religious education methods as Sunday school, vacation Bible school, Christian youth groups, catechism, private Christian schools, Youth Sunday, and children’s sermons. The survey concludes with a look at the growing interface between such education and the lessons of psychology as well as training and certifying Christian religious educators.

A More Neutral Liberal Education: Why Not Only Liberals, But Religious Conservatives Should Endorse Comparative Religious Education in Public Schools

Polity ◽

10.1057/palgrave.polity.2300053 ◽

2007 ◽

Vol 39 (2) ◽

pp. 179-207 ◽

Cited By ~ 2

Author(s):

Emile Lester

Keyword(s):

Public Schools ◽

Religious Education ◽

Liberal Education

Um programa religioso num contexto secular os professores de Educação Moral e Religiosa Católica no concelho do Porto

Sociologia Revista da Faculdade de Letras da Universidade do Porto ◽

10.21747/08723419/soctem2021a5 ◽

2021 ◽

pp. 97-117

Author(s):

Tiago Pinto

Keyword(s):

Public Schools ◽

Religious Education ◽

Catholic Church ◽

Roman Catholic ◽

Roman Catholic Church ◽

Religious Teaching ◽

New Challenges

This article explores the programmatic representations of Catholic Moral and Religious Education(EMRC) teachers, regarding the disciplineprogram, in public schools in the municipality of Porto (Portugal). Through a diachronic approach to the socio-religious panorama and Catholic religious teaching in Portuguese public schools, it is possible to identify, nowadays, new challenges for the Roman Catholic Church andforits school educators. The interviews carried out showed that teachers tend to consider the study planas limited, unmotivating and with excessive religious contents, so they proposed a subjectof moral and religious education not confined to the Catholic universe.

A legal constitutional analysis of religious education in public schools

Lex Humana ◽

10.14195/2175-0947_6-2_3 ◽

2014 ◽

Vol 6 (2) ◽

pp. 37-59

Author(s):

Daniel Pêcego

Keyword(s):

Public Schools ◽

Religious Education ◽

Constitutional Analysis

Faith in pluralism : a history of the religious education controversy in Ontario's public schools, 1944-1969

10.22215/etd/2001-04896 ◽

2001 ◽

Author(s):

A. Michel

Keyword(s):

Public Schools ◽

Religious Education ◽

History Of

RELIGIOUS EDUCATION AND THE PUBLIC SCHOOLS

Religious Education ◽

10.1080/0034408090040409 ◽

1909 ◽

Vol 4 (4) ◽

pp. 348-352

Author(s):

Joseph Swain

Keyword(s):

Public Schools ◽

Religious Education ◽

The Public

Islamic Religious Education in Contemporary Austrian Society: Muslim Teachers Dealing with Controversial Contemporary Topics

Religions ◽

10.3390/rel11080392 ◽

2020 ◽

Vol 11 (8) ◽

pp. 392

Author(s):

Mehmet H. Tuna

Keyword(s):

Public Schools ◽

Secondary Schools ◽

Empirical Study ◽

Religious Education ◽

Islamic Education ◽

Austrian Society ◽

Muslim Community ◽

Research Findings ◽

The Subject

Muslims in Austria have, since 1982/83, had the unique privilege of providing Islamic religious education in secular public schools, including primary, middle and secondary schools. As well as opportunities, this privilege brings responsibilities and challenges to the Muslim community. Since its beginnings, Islamic religious education in Austria has, among other things, been especially characterized by the heterogeneity and diversity of its participants, as well as the general diversity in society and the secular context of public schools. In this context, theoretical discussions about the orientation of and justification for Islamic religious education in secular public schools suggest that for both teachers and the subject itself, an awareness, appreciation and inclusion of diversity, dialogue, multi-perspectivity and reflexivity is required. The empirical study on the professionalization of Islamic religious education, drawn on in this article, is based on Muslim teachers’ own perspectives and experiences. The research findings of that study show how Muslims become Islamic religious education teachers, how Muslim teachers see their roles in secular public schools, how they teach and approach Islam or Islamic topics, what the challenges of teaching Islamic education in public schools are, and other related topics. This article (re-)analyzes used and unused data from the study and focuses on how diversity and controversial topics can be approached in the context of Islamic religious education.

Secular Reasons for Confessional Religious Education in Public Schools

Daedalus ◽

10.1162/daed_a_01807 ◽

2020 ◽

Vol 149 (3) ◽

pp. 119-134

Author(s):

Winfried Löffler

Keyword(s):

Public Schools ◽

Religious Education ◽

Rule Of Law ◽

Religious Communities ◽

Religious Groups ◽

The Rule Of Law ◽

Opting Out ◽

Cultural Importance ◽

The Stability ◽

School Curricula

The cultural importance of religion and its ambiguous potential effects on the stability of liberal democracy and the rule of law recommend including information about religions in public school curricula. In certain contexts, there are even good secular reasons to have this done by teachers approved by the religious communities for their respective groups of pupils, as is being practiced in various European states (with a possibility of opting out, with ethics as a substitute subject in some schools). Is this practice compatible with the religious neutrality of states? An illustrative analysis shows how suitable criteria for the admission of religious groups to offering religious education can block the objection of undue preference. Like any solution in this field, it is not immune to theoretical and practical problems.