scholarly journals The Power of a Controversial Issue; The Developmental Power of ‘Disruptive Moments’ for Both—Teachers and Students

Religions ◽  
2020 ◽  
Vol 11 (6) ◽  
pp. 272
Author(s):  
Ina ter Avest
Keyword(s):  
Identity Development ◽  
Religious Education ◽  
Religious Identity ◽  
Controversial Issue ◽  
Teaching Material ◽  
Controversial Issues ◽  
Contextual Understanding ◽  
Teachers And Students ◽  
Dialogical Self Theory

In Islamic primary education the subject of Islamic Religious Education (IRE) has a prominent place in the curriculum. In knowledge transfer and in behaving as a ‘good muslim’, aspects can be in conflict with generally accepted knowledge or customs in the Netherlands. The focus is on the power of a controversial issue (either or not wearing a head scarf) as a ‘disruptive moment’, stimulating pupils’ religious identity development. An example of recently developed teaching material illustrates the actual didactical approach regarding such a controversial issue. For a contextual understanding we start with a sketch of the Dutch educational system, and the position of Islamic education and its Islamic Religious Education (IRE) therein. In the second paragraph we describe the dialogical self theory (DST). DST’s relational understanding of a child’s development, including the developments regarding keeping a secret. In the third paragraph the case study is described, followed in the fourth paragraph by the introduction of Islamic teaching material and its way of approaching the controversial issue of the case study. We conclude our contribution with a discussion and recommendations for the development of teachers’ competencies in responding to controversial issues.

scholarly journals When Terror Strikes: The 2015 Paris Attacks in Religious Education Classrooms in Norway

Religions ◽  
2020 ◽  
Vol 11 (4) ◽  
pp. 208
Author(s):  
Audun Toft
Keyword(s):  
Religious Education ◽  
Classroom Interaction ◽  
Controversial Issue ◽  
Controversial Issues ◽  
Main Claim ◽  
Terror Attacks ◽  
Pedagogical Issue ◽  
Upper Secondary

Terrorism is commonly considered to be a controversial issue in religious education (RE). RE teachers find it a challenging topic to address, and many avoid it altogether. This article explores the question of addressing terrorism in RE by analysing and discussing empirical observations of RE lessons in an upper secondary school in Norway in the weeks following the terror attacks in Paris in November 2015. Using framing theory, the article discusses aspects of the empirical case study, contextualised by the discussion about controversial issues in education. The main claim of the article is that, rather than seeing the terror attacks as a controversial issue in itself, the terror attacks should be treated as an event that has the potential to tap into several different controversial issues depending on the way it is framed. When addressed in the RE classroom, the teachers actively transform the event into a pedagogical issue, framed in accordance with the nature and aims of the subject. The students, however, often contest this pedagogical framing. This article discusses the interplay between teachers’ plans, students’ reactions, and the role of media in classroom interaction about the Paris attacks.

Interculturation: Exploring Changing Religious, Cultural, and Faith Identities in an African Context

2001 ◽  
Vol 14 (2) ◽  
pp. 191-206 ◽  
Author(s):  
Thomas G. Grenham
Keyword(s):  
Religious Education ◽  
Religious Identity ◽  
Christian Religion ◽  
African Context ◽  
Reign Of God ◽  
Religious Cultures ◽  
Theological Concept ◽  
Religious Worldviews

Inculturation, as a theological concept, needs more understanding. An improved understanding suggests invoking the term interculturation to describe the dialogical process between Christian religion and other cultures with diverse religious worldviews. This article suggests that evangelisation and educating in faith encompasses a mutual reciprocal partnership between religious and non-religious cultures in order that the gospel can transform them to reveal God's vision for humankind. This vision is manifested for Christians in the Reign of God. The Turkana nomads of Kenya are a case study in which an exploration of religious interculturation takes place to effect significant changes in Christian and Turkana religious identity. The gospel is proclaimed through dialogue and witness that expresses itself through appropriate cultural materials that have the capacity for transcending the particularity of cultures. The article concludes with some reflections on the implications of interculturation for worldwide religious education.

scholarly journals Dealing with and teaching controversial issues – Teachers’ pedagogical approaches to controversial issues in Religious Education and Social Studies

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Karin K. Flensner
Keyword(s):  
Social Studies ◽  
Religious Education ◽  
Classroom Practice ◽  
Middle Eastern ◽  
Controversial Issues ◽  
Anti Semitism ◽  
Religious Conflicts ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Pedagogical Approaches

Abstract What strategies do teachers use, in classroom practice, to handle issues highly contested in society? This article focuses on how the various Middle Eastern conflicts and related topics, theoretically framed as controversial issues, are dealt with in religious education and social studies classes. The aim is to analyse pedagogical approaches teachers applied in situations where topics associated with regional, cultural, and/or religious conflicts (e.g., migration, terrorism, radicalisation, xenophobia, anti-Semitism, and Islamophobia) were part of the teaching. What approaches were distinguishable in classroom practice? How did teachers reflect on this teaching? To examine these issues, ethnographic observations were made of religious education and civics classes at upper secondary schools in Sweden; follow-up interviews with teachers and students were also conducted to discuss the classroom situations. The approaches to teaching such difficult subject matter, as distinguishable in the classroom, were avoidance, denial of the controversy, provocation, representing/considering various perspectives, and eliciting empathy. There was a division between approaches that endeavoured to tone down the controversy versus those aimed at making the controversy more apparent. This difference can be understood as dealing with controversial issues as opposed to teaching controversial issues, which is a fundamental difference in pedagogic approaches. Keywords: controversial issues, teaching strategies, religious education, social studies, classroom observations   Att hantera och undervisa om kontroversiella frågor – Lärares didaktiska förhållningssätt till kontroversiella frågor i religionskunskap och samhällskunskap Sammandrag Vilka didaktiska förhållningssätt använder lärare i klassrummet för att hantera samhälleligt omtvistade och kontroversiella frågor? Den här artikeln fokuserar på hur Mellanösternskonflikterna och relaterade ämnen, teoretiskt inramade som kontro­versiella frågor, behandlas i religionskunskaps- och samhällskunskapsundervisning. Syftet i föreliggande artikel är att analysera lärares didaktiska handlande i undervis­ningssituationer där ämnen förknippade med regionala, kulturella och/eller religiösa konflikter (t.ex. migration, terrorism, radikalisering, främlingsfientlighet, antisemitism och islamofobi) var en del av undervisningen. Vilka didaktiska ansatser kunde urskiljas i klassrummet? Hur reflekterade lärarna över denna undervisning? För att undersöka dessa frågor genomfördes etnografiska klassrumsobservationer av religionskunskaps- och samhällskunskapsundervisning på gymnasiet i Sverige; intervjuer med lärare och elever genomfördes också för att diskutera de observerade klassrumssituationerna. Analysen visar att centrala ansatser var undvikande, förnekande av kontroversen, provokation, representation av olika perspektiv, och strategier som syftade till att skapa empati. Det fanns en skillnad mellan undervisning som sökte tona ner kontroversen jämfört med undervisning som syftade till att synliggöra olika perspektiv och positioner i den kontroversiella frågan. Denna skillnad kan förstås som att hantera kontroversiella frågor jämfört med att undervisa om kontroversiella frågor. Nyckelord: kontroversiella frågor, undervisningsstrategier, religionskunskap, samhällskunskap, klassrumsobservationer

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 Strategi Pengembangan Kurikulum 2013 Pendidikan Agama Islam Berbasis Multikultural

PALAPA ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 76-95
Author(s):  
Triana Rosalina Noor ◽  
Khoirun Nisa'il Fitriyah
Keyword(s):  
Religious Education ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Islamic Education ◽  
Multicultural Society ◽  
Teachers And Students ◽  
Sense Of Justice ◽  
Insight Into ◽  
Multicultural Perspective

Conflicts with ethnic and religious nuances is partly due to the lack of insight into the understanding of cultural diversity. Responding to this situation, Islamic Religious Education is important to develop the multicultural perspective so that the reality of a multicultural society can be accommodated in it. This study used a qualitative approach with the type of case study, with the research location at SMA Kertajaya Surabaya. The informants of this study were the principal and Islamic education teachers, using the method of collecting data through interviews, observation and documentation study. The data that has been obtained are analyzed, interpreted and interpreted qualitatively descriptive. The findings obtained that the formulation of the PAI curriculum that applied was flexible and based on an analysis of the situation faced by the community. The PAI design that is applied considers the multicultural aspects that exist in society by paying attention to the situation of students, and the teachers who carry out learning activities. The strategy used is to include multicultural values such as a sense of justice, love and compassion, mutual respect between teachers and students, between school institutions and elements to the society.

PENGUATAN PENDIDIKAN AGAMA ISLAM MELALUI HAFALAN FURUDHUL AINIYAH DI SMP NURUL JADID PAITON

2017 ◽  
Vol 1 (1) ◽  
pp. 196-204
Author(s):  
Sulistiawati Sulistiawati
Keyword(s):  
High School ◽  
Religious Education ◽  
Junior High School ◽  
Qualitative Method ◽  
Religious Activities ◽  
Case Study Method ◽  
Literature Study ◽  
Observation Study ◽  
Homeroom Teachers

This research is intended to search and information about the strengthening of Islamic religious education (PAI) through the recitation of furudhul Ainiyah which is carried out in Nurul Jadid Paiton Junior High School. The method of this research is by qualitative method with case study method, to express. That is more intense and deep with the above phenomenon. Technique of completion of data and information is done through interview, observation, study study, and literature study. The findings of this research are 1). Students or students are required to complete the recitation of Furudhul Ainiyah as a condition to take the odd semester and even semester exam and become a requirement for class and graduation increase. 2). the implementation of the furudhul Ainiyah memorization is performed on Thursday and Friday nights and Tuesday nights, and can also be done during normal day breaks, 3). The responsible and recipient of the rote deposit are PAI teachers and their homeroom teachers, 4). For students and students who can not read written Al-qur'an is not subject to rote burden, but get special coaching related to Al-Qur'an reading written by the religious coordinator of students. 5). Memory materials include Aqidah, Fiqih or Amaliyah materials, and daily prayers for students of VII and VIII semerter 1 and 2, while for classes IX semesters 1 and 2 cover the material of the Qur'an and Fiqh. 6). (a). Principal, (b). Vice Principal of the curriculum section, (c). Coordinator of students' religious activities, (d). Teacher / teacher of PAI, (e). Homeroom, (e). Student religious coordinator, (f). Student.

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.

Sign in / Sign up

Export Citation Format

Share Document