scholarly journals Edukacja religijna w Anglii – budowanie spójności społecznej i obywatelskiej w warunkach pluralizmu kulturowego

1970 ◽  
pp. 43-60
Author(s):  
Daria Hejwosz-Gromkowska
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Phenomenological Approach ◽  
Vital Role ◽  
Educational Institutions ◽  
Ongoing Debate ◽  
Cultural Differentiation ◽  
The Social ◽  
Education Today ◽  
The Uk

Faith institutions play a vital role in shaping social structure, social capital and social cohesion. Both religious and citizenship education can contribute to making good citizens. The latter is more political oriented, while the former is focused on faith, spirituality and morality. The English model of religious education is oriented towards a multi-faith dialogue, without the aspects of worship and confession. The phenomenological approach assures that every child, regardless of their religious background, is obligated to attend religious education. Today, the UK is facing many challenges, including secularization and cultural differentiation of the society. Thus, the educational institutions revise curricula and aims of learning. The aim of the paper is to present and analyze the main premises of educational policy in the context of religious education in public schools in England. I will also attempt to reconstruct the social and political ongoing debate on the aims of RE.

scholarly journals Religion and its function as a component of the mobilization processes of the social system

2018 ◽  
pp. 35-37
Author(s):  
Liubov Vadimovna Dreval
Keyword(s):  
Religious Education ◽  
Social System ◽  
Modern Society ◽  
Educational Institutions ◽  
Specific Situation ◽  
Historical Events ◽  
Current Regime ◽  
Secular Education ◽  
The Social ◽  
Education Today

The complicity of religion in the mobilization of the population is undeniable being, but the functions of this institution may differ, depending on the current regime, the specific situation, the crisis or the need for change. In connection with the formation and development of religious education, specific historical events reflecting the stabilizing / destabilizing functions of religion have been considered in this article. Also, the ratio of religious and secular education has been presented by the author. The forms of interaction between religion and education in the system of modern society have been listed. Some educational institutions that carry out religious education today have been indicated.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

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.

scholarly journals Peran Pendidikan Agama Islam Dalam Pembentukan Karakter Sosial Dalam Bermasyarakat

2020 ◽  
Vol 11 (2) ◽  
pp. 153-161
Author(s):  
Khurin In'Ratnasari ◽  
Yovita Dyah Permatasari ◽  
Mar’atus Sholihah
Keyword(s):  
Character Education ◽  
Religious Education ◽  
Point Of View ◽  
Educational Institutions ◽  
Human Beings ◽  
Social Community ◽  
Islamic Perspective ◽  
The Social ◽  
Mutual Care

Islamic religious education is very important for shaping character, especially in social society. In today's era, students tend not to care about society, therefore forming a good character is very important, especially in the social community in Islamic religious education itself, it teaches us that we are required to have good character as taught by the Prophet Muhammad; Allah SWT said, which means "and indeed you (Muhammad) have a noble character". Because of this, it can be concluded that the Prophet Muhammad, was sent to earth to improve the character of all human beings. Thus, the character of education from an Islamic point of view is needed, especially in Islamic educational institutions. So, from various problems related to morals which are ideally able to realize character education, especially in social society in an Islamic perspective in the form of mutual care. courtesy to parents. sense of responsibility and care for fellow human beings.

scholarly journals d) Colombia: Extreme Negative Case Study

2021 ◽  
pp. 319-328
Author(s):  
Jason García Portilla
Keyword(s):  
Public Schools ◽  
Middle Ages ◽  
Catholic Church ◽  
Church And State ◽  
Vital Role ◽  
Roman Catholic Church ◽  
Negative Case ◽  
The Social ◽  
Colombian Government ◽  
Violent Conflicts

AbstractThe vital role of Roman Catholicism in establishing the social, political, institutional, and religious status quo in Colombia is plainly evident and well-documented. Since the Middle Ages, no other country has enforced such a complete integration of church and state (ideal medieval Christendom), as reflected in Colombia’s Concordat. In Colombia, liberal attempts failed repeatedly and resulted in violent conflicts in which the Roman Catholic Church-State closed ranks with conservatives and imposed a corporatist medieval-like state. The largely successful project pursued by the Roman Church-State in Colombia (so-called Christilandia) consists of three pillars: (1) political (a confessional state); (2) economic (a corporatist state); and (3) cultural (a Catholic and conservative “Hispanicism”).In the 1991 Constitution, Protestantism allied itself with liberal forces. This alliance made it possible to finally introduce religious freedom, among others, by removing most of the contentious articles from the Concordat (nevertheless, the Concordat remains valid, as does institutional corporatism). In spite of these reforms, the Colombian government is still required to pay a fee to the Roman See. Religious instruction in public schools according to the Roman Church Magisterium for Catholics also remains firmly in place. Colombia remains one of the most inequitable and dangerous countries in the world.

scholarly journals MUHAMMADIYAH: GERAKAN PEMBAHARUAN PENDIDIKAN ISLAM

2018 ◽  
Vol 4 (1) ◽  
pp. 103
Author(s):  
Nelly Yusra
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Modern Science ◽  
Islamic Education ◽  
Health Economy ◽  
Educational Institutions ◽  
Religious Schools ◽  
Modern Education ◽  
Islamic Reform ◽  
Area Of Concern

Muhammadiyah is an Islamic reform organization that has had a major impact on the progress of Muslims in Indonesia. The reforms carried out by Muhammadiyah include multidimensional, such as in education, health, economy and culture. In the field of education, Muhammadiyah undertook the modernization of Islamic education, which is essential for the development of Islamic education in Indonesia. Muhammadiyah refined the Islamic education curriculum by incorporating Islamic religious education into public schools and secular knowledge to religious schools. The concept of HIS med the Qur'an, which was launched by Muhammadiyah, could mean that public schools plus Islamic subjects became a model not only for educational institutions under Muhammadiyah, but also used by other Muslim groups, which made education an area of concern. In addition, Muhammadiyah also organized the modernization of madrasah by integrating it with the boarding system (pesantren). Modernization takes place intensely in the form of the introduction of the institutional elements of modern education and the subjects of modern science. The renewal of Muhammadiyah education gave rise to various advances in various areas of Indonesian society.

scholarly journals Voices from Indonesian Legislative on Religious Education Policy

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Jamhari Jamhari ◽  
Yunita Faela Nisa
Keyword(s):  
Public Schools ◽  
Political Parties ◽  
Religious Education ◽  
Vital Role ◽  
Suicide Bombing ◽  
The Public ◽  
Study Results ◽  
Violent Extremism ◽  
The Republic ◽  
The Government

Religious violent extremism remains a problem for Indonesia. Recently, three consecutive attacks carried out by violent religious extremists — a suicide bombing in front of a Cathedral Church in Makassar South Sulawesi, the discovery of several prepared high explosive bombs in Condet Jakarta, and a female lone wolf attack on the Indonesian Police Criminal Investigation Agency — shocked the public (Fakta-data di Balik Bom Bunuh Diri, 29 Maret 2021; Polisi sebut Terduga Teroris Condet & Bekasi, 2021; Teroris Penyerang Mabes Polri, 2021). It may not be surprising since there were some early indications from various studies that some Indonesian people still have religious attitudes and behaviors that are exclusive, closed, anti-citizenship, anti-state, and even pro-violence (PPIM, 2016, 2017, 2018; Puspidep, 2017, 2018). The PPIM study results (2018) show that around 58.5 percent of students tend to be religious radical, and 51.1 percent tend to be intolerant to differences within Muslim groups. Then, as many as 34.3 percent of students are intolerant to non-Muslim groups. Radical views that are intolerant toward those who are different are the first step to violent extremism. These studies are a reminder that violent extremism is a problem for all of Indonesian society. Therefore, PPIM surveyed the perceptions of the public, students, teachers, and Indonesian Members of Parliament on violent extremism.In Indonesia, political parties have a vital role. Political parties develop policies, laws, and regulations. Another strategic part is that political parties become important actors in crystallizing citizens' political aspirations, including rules related to religion and religious education (Mujani & Liddle, 2018; Muhtadi & Mietzner, 2019; LIPI, 2018, 2019). Through their representatives — who are elected through a regular fair election once every five years — in the House of Representatives of the Republic of Indonesia, political parties have an essential role in determining public policy through their function as a check and balance institution for the Government. The enactment of religious education as a compulsory subject for all students at all levels has become a debate among the Indonesian public, and whether the Government should regulate religious issues in public education. The issue of religious education in public schools is essential as PPIM's research suggests that the religious subject's teachers may contribute to students' radical views (PPIM, 2017).

scholarly journals Festival pedagogy as a pedagogic innovation. Oxfordshire Festivals (the UK)

2019 ◽  
pp. 250-252
Author(s):  
Antonina S. Danilova
Keyword(s):  
Public Schools ◽  
Point Of View ◽  
Educational Institutions ◽  
The Uk

The article considers the festival pedagogy phenomenon as innovative for Russian pedagogic reality. The author of the article in this study summarises the practical pedagogic experience of educational institutions of Oxfordshire (state and public schools, colleges, universities) in the search for new non-traditional forms of sociocultural partnership. The author focuses on the identification of the upbringing aspects of the festival as the main technology of festival pedagogy. When considering the phenomenon from the point of view of authentic British pedagogic practice of one of the oldest existing sociocultural centres in the UK, the author comes to the conclusion that the technology of festival pedagogy as a pedagogic innovation contributing to an increase in the level of sociocultural partnership in the region under study.

scholarly journals The problematic and challenge of fiqh learning in school and madrasah in the covid-19 pandemic era

2020 ◽  
Vol 12 (2) ◽  
pp. 169-184
Author(s):  
Firrman Mansir
Keyword(s):  
Public Schools ◽  
General Education ◽  
Religious Education ◽  
Time Allocation ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Current Time ◽  
Challenges And Opportunities

This research reveals that problematic and challenge occurred in fiqh learning in the covid-19 pandemic era are experienced by Islamic Education Institutions, especially madrasah. General education institutions, such as schools, experience the same thing. The two educational institutions face the same object in learning fiqh or Islamic religious education in public schools. In this Islamic education institution, the dominant subjects are those with religious elements. One of the subjects taught and as compulsory subjects in Islamic educational institutions is fiqh. Learning fiqh can come from the teaching staff, students, material, time allocation, material implementation, and infrastructure. Fiqh learning opportunities can be seen and adapted to the circumstances at the current time. The challenge of fiqh comes from many aspects, such as educators, students, and time allocation. With problems, challenges, and opportunities, fiqh learning will be more advanced following the times, especially in the covid-19 pandemic era.

scholarly journals Transmission of Islamic Values in Public School: A Study at State Senior High School 5 Yogyakarta

2020 ◽  
Vol 5 (01) ◽  
pp. 15-29
Author(s):  
Suyatno Suyatno ◽  
Fitri Nur Hayati ◽  
Wantini Wantini
Keyword(s):  
Public Schools ◽  
Public School ◽  
Religious Education ◽  
Extracurricular Activities ◽  
Role Models ◽  
Educational Institutions ◽  
Study Approach ◽  
Islamic Values

The process of transmitting Islamic values to the younger generation remains an appealing study as Indonesia is a country with the largest Muslim population in the world. Unfortunately, previous studies on this topic focused more on the process of transmitting these values through formal and informal religious based educational institutions. This research took a unique position to study the Islamic values transmission within non-religious based public school. This qualitative research employed the case study approach to examine the process of instilling Islamic values in public schools. Data were collected through in-depth interviews, observation, and study of relevant documentation. The collected data were analyzed using the inductive interactive techniques of the Miles and Huberman models. This study showed that 1) the values of iman-taqwa (faith-piety) and akhlaq mulia (good morals) were an important embodiment of affection-based educational programs in schools. 2) These values were instilled by the school through a habituation process, supported by the function of the principal and teachers as role models and the important role of Rohis (Islamic organization). The inculcation of Islamic values was not only carried out by religious education teachers, but also transmitted by secular subject teachers as well as extracurricular activities. The findings of this study confirmed that public schools in Indonesia were now transformed as important instruments for the transmission of Islamic values to young Muslims. This research suggests important recommendations on the need to develop the capacity of teachers in schools to make them agents of moderation of Islamic values.  

scholarly journals MODEL PENDIDIKAN PEREDAM PEMIKIRAN DAN GERAKAN RADIKAL BELAJAR DARI KUDUS

QUALITY ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 104
Author(s):  
Moh Rosyid
Keyword(s):  
Social Environment ◽  
Religious Education ◽  
Home Environment ◽  
Formal Education ◽  
Acute Illness ◽  
Educational Institutions ◽  
Text Book ◽  
Community Environment ◽  
Learning Patterns ◽  
The Social

<p><em>Educational institutions that produce educated generation is a place of reliance on the growth of generations berakhlakul karimah, friendly, courteous, and obey the rules of the country and religion. However, in reality, there is an educated generation but a terrorist actor. This happens because his life is in the environment (non-educational institutions) are coloring his mindset. Thus, the social environment contributes to the creation of a radical or polite generation. The consequence that must be done by formal and non formal education institutions is to change the learning patterns that text book into education that comes to the field with the content of the values of internal tolerance and inter-religious people. It is also necessary to realize the education of Bela Negara which is being worked by the Ministry of Defense RI era Jokowi-JK President. Tolerant education and state defenses are part of the effort to counter radical reasoning so that educators need to produce learning tips that do not dwell on class and text, it is also necessary to create an education that puts forward the real facts of social as a matter of study. The occurrence of radical reasoning because life is like a frog in a shell so that something different is identified with error. The need for intergovernmental and social elements to raise awareness that true education is the implementation of education in the home environment, community environment, and in educational institutions as a whole, not only in formal educational institutions only. Consequently, the need for learning innovation together in realizing an educated generation with smart and moral potential. Educational tips need to promote tolerant education in order to become a fanatic generation in dealing with differences in ethnicity, religion, and social strata in their environment. This effort is reinforced by the fact that terrorist networks have become an epidemic of acute illness in this country. In fact, the majority of educated perpetrators of terror, both formal education and non-formal religious education (Islamic).</em></p>

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