scholarly journals Hvordan lese islamske Ornamenter i skolen?

Prismet ◽  
1970 ◽  
pp. 85-94
Author(s):  
Geir Winje
Keyword(s):  
Religious Education ◽  
Primary Sources ◽  
Religious Texts ◽  
Minority Religions ◽  
Fundamental Level ◽  
Geometric Figures ◽  
Norwegian School ◽  
The Subject ◽  
Ornamental Art

This article presents various ways of symbolic reading of Islamic ornaments, derived from academic writings on the subject. They may be categorized as more or less minimalist or maximalist, depending on the degree of explicit meaning ascribed to geometric figures and stylized flowers. The different interpretations of ornamental art is then seen in connection with Religious Education in Norwegian school, and the article proposes among other things a reading in accordance with contemporary views on multimodality and composition. On a more fundamental level, the article discusses the use of religious primary sources in school, especially those representing minority religions. It argues in favour of a didactic model that differentiates between several dimensions in religious texts, spanning from concepts and values that are common to all mankind, to what is specific for the actual religion. 

scholarly journals Kritisk og upartisk? Utilsiktet religionskritikk i lærebøker for KRLE

Prismet ◽  
1970 ◽  
pp. 149-164
Author(s):  
Geir Winje
Keyword(s):  
Religious Education ◽  
Ethical Practices ◽  
Norwegian School ◽  
Men I ◽  
The Subject

I denne artikkelen undersøkes fem lærebøker i KRLE med tanke på om, og eventuelt hvordan, de formidler religionskritikk samtidig som de formidler religionskunnskap. Et hovedfunn er at lærebøkene eller utgiverne så å si aldri formulerer direkte kritikk av religionene, særlig ikke når det gjelder trosforestillinger. De kan imidlertid røpe en kritisk holdning til religionene i faget når det kommer til etikk og verdispørsmål, men i stedet for å formulere denne kritikken på en tydelig måte, antydes den – ofte ved å lede leserens oppmerksomhet i retning av det som er kritikkverdig. Jeg gir også eksempler på at lærebøkene kan omhandle problematiske forestillinger og praksiser uten å antyde dette for leserne. Til sist viser jeg hvordan KRLE-bøkene kan synes å kritisere religioner indirekte ved å tillegge dem en lav grad av relevans eller historisitet.Nøkkelord: lærebøker, krle, religionskritikk, religionerEnglish abstract This essay examines five textbooks written for ten years old pupils in the subject Religious Education in Norwegian school. The analysis is carried through to find out if, and eventually how, the books are criticizing the religions they describe. One central finding is that, even if the textbooks never criticize the beliefs of any of the main religions in the subject (i.e. Christianity, Judaism, Islam, Hinduism and Buddhism), they sometimes (but not always) bring discussable ethical practices or values to the reader’s attention. Besides, some religions (or some religious concepts) are presented as relevant for the readers, while others are not. The last finding accounted for is how some religious stories are presented as historical, while others are seen as myths or legends.Keywords: text books, religious education, religions, critizising religions

Meet fractal curves with 1C:MathKit

2020 ◽  
pp. 38-48
Author(s):  
O. M. Korchazhkina
Keyword(s):  
Methodological Approach ◽  
Fractal Curve ◽  
Iterative Processes ◽  
Geometric Figures ◽  
Modern Natural ◽  
Geometric Objects ◽  
Ict Tools ◽  
Subject Areas ◽  
The Subject ◽  
And Mathematics

The article presents a methodological approach to studying iterative processes in the school course of geometry, by the example of constructing a Koch snowflake fractal curve and calculating a few characteristics of it. The interactive creative environment 1C:MathKit is chosen to visualize the method discussed. By performing repetitive constructions and algebraic calculations using ICT tools, students acquire a steady skill of work with geometric objects of various levels of complexity, comprehend the possibilities of mathematical interpretation of iterative processes in practice, and learn how to understand the dialectical unity between finite and infinite parameters of flat geometric figures. When students are getting familiar with such contradictory concepts and categories, that replenishes their experience of worldview comprehension of the subject areas they study through the concept of “big ideas”. The latter allows them to take a fresh look at the processes in the world around. The article is a matter of interest to schoolteachers of computer science and mathematics, as well as university scholars who teach the course “Concepts of modern natural sciences”.

After Arminius

2020 ◽  
Author(s):  
Thomas H. McCall ◽  
Keith D. Stanglin
Keyword(s):  
Primary Sources ◽  
Reformed Theology ◽  
Proper Understanding ◽  
System Building ◽  
Wide Range ◽  
Modern Thought ◽  
History Of ◽  
The Subject ◽  
Vision Of God ◽  
Important Position

“Arminianism” was the subject of important theological controversies in the seventeenth and eighteenth centuries, and it maintains an important position within Protestant thought. What became known as “Arminian” theology was held by people across a swath of geographical and ecclesial positions; it developed in European, British, and American contexts, and it engaged with a wide range of intellectual challenges. While standing together in their common rejection of several key planks of Reformed theology, proponents of Arminianism took various positions on other matters. Some were broadly committed to catholic and creedal theology; others were more open to theological revision. Some were concerned primarily with practical concerns; others were engaged in system building as they sought to articulate and defend an overarching vision of God and the world. The story of this development is both complex and important for a proper understanding of the history of Protestant theology. However, this historical development of Arminian theology is not well known. In this book, Thomas H. McCall and Keith D. Stanglin offer a historical introduction to Arminian theology as it developed in modern thought, providing an account that is based upon important primary sources and recent secondary research that will be helpful to scholars of ecclesial history and modern thought as well as comprehensible and relevant for students.

scholarly journals Scenographic Charac-ters of Tetiana Medvid. Figural, Architectural and Textural Attributes

2021 ◽  
pp. 111-117
Author(s):  
N. Rudenko-Kraievska
Keyword(s):  
Albert Camus ◽  
Visual Image ◽  
Primary Sources ◽  
Practical Significance ◽  
Hedda Gabler ◽  
Theater Studies ◽  
Theoretical Generalization ◽  
The Subject ◽  
Textural Attributes ◽  
First Time

The article for the first time examines the scenographic projects of Tetiana Medvid, which were created during the 70–90s of the XX century, in the theaters of Ukraine, with different directors, but united by one artistic technique — the creation of scenographic characters in the form of figural, architectural and textural elements of the stage scenery, which act as separate material characters and reveal the idea of the play. The purpose of the article is to find out the function of scenographic characters — created by figural, architectural and textural elements of stage scenery in the creative works of Tetiana Medvid within the system of effective scenography in terms of creating a visual image of the play. The subject of research — scenographic projects of Tetiana Medvid: “Threepenny Opera” by B. Brecht (1975), “Living Corpse” by L. Tolstoy (1975), “Do not shoot at white swans” by B. Vasilyev (1977), “Interrogation” by S. Rodionov, D. Liburkin (1979), G. Ibsen’s “Hedda Gabler” (1993), “In the Labyrinth” by V. Vynnychenko’s play “Nailed” (1996), “Christian’s Dreams” by H. Ch. Andersen, “Ole Lukoje” (1995), “Tartuffe” by Moliere (1999) on the stage of the Taras Shevchenko Kharkiv Academic Ukrainian Drama Theatre; and “Caligula” by Albert Camus (1998) at the Donetsk National Academic Ukrainian Musical and Drama Theatre named after Artem. Research methodology — use of the method of primary sources, conceptual analysis, the method of theoretical generalization. Results. It is determined that the main expressive element of most scenographic projects of T. Medvid were scenographic characters of different typological series, in particular characters in the form of figural, architectural and textural elements of stage scenery, and the basis of Tetiana Dmytrivna’s work were the principles of visual directing: idea, thought. Novelty. For the first time in Ukrainian art history, one of the typological series of the main means of expression of the outstanding scenographer — T. Medvid — was analyzed and systematized, namely — scenographic characters in the form of figural, architectural and textural elements of stage scenery. The practical significance lies in the possibility of using the presented information in scientific researches of art and theater studies, as well as collected and meaningful factual and illustrative material has the opportunity to become an integral part in further study of the work of scenographers of Ukraine.

scholarly journals POTRET PENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM

2016 ◽  
Vol 3 (1) ◽  
pp. 187
Author(s):  
Abd. Rouf
Keyword(s):  
Religious Education ◽  
Time Allocation ◽  
Islamic Education ◽  
Teaching Staff ◽  
Religious Knowledge ◽  
Credit Hours ◽  
Instructional Process ◽  
Religious Teaching ◽  
The Subject ◽  
Optimal Implementation

<p><strong>Bahasa Indonesia:</strong></p><p>Praktik pendidikan agama Islam di sekolah (umum) amatlah minim atau kurang maksimal. Secara umum, jumlah jam pelajaran agama di sekolah rata-rata 2 jam per minggu. Dengan alokasi waktu seperti itu, jelas tidak mungkin untuk membekali peserta didik dengan pengetahuan, sikap, dan keterampilan agama yang memadai. Oleh karena itu, harus dilakukan strategi alternatif dalam memenuhi kebutuhan peserta didik akan pendidikan agama di sekolah umum, antara lain: melalui kegiatan ekstra kurikuler berbasis keruhanian, tambahan-tambahan materi kegamaan di luar jam pelajaran, menyisipkan muatan keagamaan kedalam semua bidang studi umum, dan lain sebagainya. Sumber daya guru agama Islam juga perlu terus ditingkatkan kualitasnya, baik dari segi content maupun metodologi. Di samping itu, proses pelaksanaan pendidikan agama Islam harus selalu dilaksanakan dengan baik dan maksimal. Evaluasinya tidak cukup hanya menilai aspek kognitif siswa, tetapi harus juga melihat dan menilai aspek afektif dan psikomotoriknya. Ketiga domain (kognitif, afektif, psikomotorik) pendidikan agama Islam harus dilihat dalam pelaksanaan penilaian, sehingga bersifat komprehensif.</p><p> </p><p><strong>English:</strong></p><p>Islamic education subject in secular school is quite minimal in its duration. Generally, it takes only two credit hours per week in such kind of school. Due to the time allocation, it is clearly impossible to hand down student standard religious knowledge, attitude, and skills. Therefore, the school needs to find an alternative way to respond the needs of standard religious education in secular schools. Some of the implemented strategies are the religious extra-curricular program, extra hours for the subject, and integrated the religious messages in non-religious subjects. Religious teaching staff must also be upgraded in terms of the quality, either the subject matter enrichment or the instructional process. In addition, the instructional process needs optimal implementation. The evaluation should cover the cognitive, affective, and psychomotor areas. The three previously mentioned domain in Islamic education subject must be carefully and comprehensively assessed.</p>

scholarly journals The Ombudsman Institution as a mechanism of accountability in public administration: The case of GermanyKamu yönetiminde hesap verebilirlik mekanizması olarak Ombudsmanlık Kurumu: Almanya örneği

2016 ◽  
Vol 13 (2) ◽  
pp. 2735
Author(s):  
Sefa Usta ◽  
Abdulvahap Akıncı
Keyword(s):  
Public Administration ◽  
Descriptive Analysis ◽  
Primary Sources ◽  
Administration System ◽  
Scientific Methods ◽  
Secondary Sources ◽  
General Terms ◽  
Effective Role ◽  
The Subject ◽  
Accountability Mechanism

In the formation of a transparent and accountable public administration system and an understanding of administration, such institutions like the Ombudsman have important functions. The Ombudsman Institution, which undertakes an effective role in the solution of the problems experienced between the state and the citizen, has important responsibilities to institutionalize human rights and democratization, reduce the bad administration practices and most importantly, make the accountability mechanism the built-in in public administration. The Ombudsman Institution, which has been formed with different names in many countries in the world, has been established in Germany with the name of “the Defense Ombudsman,” and it carries out its activities under this framework.The main objective of the study is to examine the Ombudsman Institution as an extension of accountability mechanism in public administration and to asses “the Defense Ombudsman Institution”, which operates in Germany. Under the study prepared for this purpose, it is treated the concept of accountability in public administration with its general terms and examined the Ombudsman Institution, departing from the case of Germany. The study is terminated with an overview and a chapter of conclusion.In the study, it has been benefited from the scientific methods of descriptive analysis and critical review of the literature and set out from the secondary sources written about the subject and the primary sources like constitutional and legal regulations that are the basis of the Ombudsman Institution in Germany. ÖzetŞeffaf ve hesap verebilir bir kamu yönetimi sisteminin ve yönetim anlayışının oluşumunda Ombudsmanlık benzeri kurumlara önemli işlevler düşmektedir. Devlet ve vatandaş arasında yaşanan sorunların çözümü noktasında etkili bir rol üstlenen ombudsmanlık kurumuna, insan haklarının ve demokratikleşmenin kurumsallaşmasında, kötü yönetim uygulamalarının azaltılmasında ve en önemlisi kamu yönetiminde hesap verebilirlik mekanizmasının yerleşik hale gelmesinde önemli sorumluluklar düşmektedir. Dünyada birçok ülkede farklı adlarla oluşturulmuş olan Ombudsmanlık Kurumu, Almanya'da Savunma Ombudsmanlığı ismiyle kurulmuş ve faaliyetlerini yürütmektedir.Çalışmanın temel amacı, kamu yönetiminde hesap verebilirlik mekanizmasının bir uzantısı olarak Ombudsmanlık kurumunun incelenerek, Almanya'da faaliyet gösteren "Savunma Ombudsmanlığı Kurumu"nun değerlendirmeye tabi tutulmasıdır. Bu amaç doğrultusunda hazırlanan çalışma kapsamında, kamu yönetiminde hesap verebilirlik kavramı genel hatlarıyla ele alınmakta, Ombudsmanlık Kurumu Almanya örneğinden hareketle irdelenmektedir. Çalışma genel bir değerlendirme ve sonuç kısmıyla nihayetlendirilmektedir.Bu kapsamda hazırlanan çalışmada, betimsel analiz yönteminden ve eleştirel literatür taramasından yararlanılmış, konu ile ilgili yazılmış ikinci kaynaklardan ve Almanya'da Ombudsmanlık Kurumu'nun dayanağı olan anayasal ve yasal düzenlemeler gibi birincil kaynaklardan faydalanılmıştır.

scholarly journals Źródła i przedmiot nauczania katechetycznego w ujęciu prawa kanonicznego

2018 ◽  
pp. 463-475
Author(s):  
Jerzy Adamczyk
Keyword(s):  
Religious Education ◽  
Canon Law ◽  
Primary Source ◽  
Point Of View ◽  
Church Life ◽  
Religious Teaching ◽  
The Subject ◽  
The Law

The following article deals with the sources and subject of religious teaching from the canon point of view. Canon Law Code 760 specifies the Holy Bible as the first and primary source of religious education. The next fundamental source of cathesis is Tradition, then, the liturgy and the Magisterium and Church life. The subject of word ministry (religious education) should be the mystery of Christ presented entirely and faithfully, taking the law hierarchy into account.

scholarly journals PROBLEMATIKA ALUMNI PAI SEBAGAI GURU KELAS DI MADRASAH IBTIDAIYAH SEKECAMATAN PANGKALAN SUSU KABUPATEN LANGKAT

2018 ◽  
Vol 2 (2) ◽  
pp. 37
Author(s):  
Roys Afreni
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Religious Education ◽  
The Other ◽  
Classroom Teachers ◽  
Instructional Evaluation ◽  
The Subject ◽  
Evaluation Of Learning ◽  
Assessment Procedures ◽  
Class Teacher

This study was conducted with regard to the phenomenon of Islamic religious education graduates who became class teachers in Madrasah Ibtidaiyah Pangkalan Susu distric. The purpose of this research is to know: 1) Problematic graduates of PAI as classroom teachers in planning instructional. 2) Problematic graduates of PAI as classroom teachers in implementing instructional. 3) Problematic graduates of PAI as classroom teachers in conducting instructional evaluation. The type of research is using qualitative research methods with phenomenology approach. The subject of research is the graduate of Islamic Religious Education who has become a class teacher. The result of the research that problematic of PAI graduates as teacher of Madrasah Ibtidaiyah class in planning instructional in Pangkalan Susu sub-district of Langkat district is still having difficulties to make instructional plan independently. Besides these three Madrasah Ibtidaiyah also do not have a library that can provide books that qualified to be used as a source of learning. While in implementing the instructional is the similarity of teachers in the method of learning and the lack of mastery of the material. This is due to their lack of knowledge about the variety of instructional methods and the lack of mastery of the material. On the other hand these teachers rarely attend training, seminars, workshops that can provide information for development for their profession. As for the evaluation of learning is not yet meet the assessment procedures. This is because the teacher has not understood the way the preparation of the implementation Plan of instructional.

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