scholarly journals The Complexities of Neutrality in Teaching Religious Education: The Ethics and Religious Culture Program as Case Study

2016 ◽  
Vol 50 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Arzina Zaver
Keyword(s):  
Religious Education ◽  
State Policies ◽  
Literacy Skills ◽  
Religious Culture ◽  
Ministry Of Education ◽  
Religious Literacy ◽  
Balanced Approach ◽  
Ethics And Religious Culture ◽  
Positive Step

In 2008, the Québec Ministry of Education introduced the Ethics and Religious Culture (ERC) program. Though the ERC is a positive step forward in promoting and fostering much-needed religious literacy skills, the implications of a “neutral” professional posture asked of its teachers have been difficult to translate into the classroom. Neutrality is seen to infringe on a teacher’s sense of autonomy and authenticity. This article traces the concept of neutrality in Québec back to the state policies, showing that neutral pedagogy contradicts the ethics of religious sensitivity and religious literacy that Québec is seemingly promoting. It concludes by offering a more balanced approach to the teaching of religion in the classroom.

Western Establishment or Chinese Sovereignty? The Tientsin Anglo-Chinese College during the Restore Educational Rights Movement, 1924–7

2019 ◽  
Vol 55 ◽  
pp. 577-592
Author(s):  
Marina Xiaojing Wang
Keyword(s):  
Religious Education ◽  
Ministry Of Education ◽  
Compulsory School ◽  
Mission Schools ◽  
Christianity In China ◽  
Educational Rights ◽  
Key Issues ◽  
Compulsory Registration ◽  
Positive Factor

The 1920s were a vital period for the evolution of Christianity in China, during which the Anti-Christian Movement of 1922–7 brought Christianity under serious attack. A new conception of nationalism, influenced by Lenin's theory of imperialism, dramatically changed the way in which Christianity (and especially mission schools) was regarded, from being viewed as a positive factor in China's modernization to being seen as a hated cultural imperialist invasion. The period from 1924 to 1927 featured the demand for the restoration of educational rights, during which the identity of mission schools was used to stir up nationalist hatred. This article takes Tientsin Anglo-Chinese College (TACC) of the London Missionary Society (LMS) as a case study. It examines how the TACC missionary authorities responded to nationalistic sentiments emerging within the college and in society, and how they reacted towards the compulsory registration and consequent abolition of compulsory school religious education. It explores key issues behind the interaction between mission schools and the socio-political context, such as how TACC reconstructed its identity during the process of school registration, and how it negotiated with the Ministry of Education under the tension between two divergent approaches of Christianizing and nationalizing mission schools, a tension which became acute as a consequence of the application of regulations making school religious education and practice optional.

scholarly journals Implementation of Islamic Religious Education Through Cultivating Religious Culture in Smp 21 Malang City

2019 ◽  
Vol 6 (2) ◽  
pp. 273-292
Author(s):  
Fitrotul Hasanah
Keyword(s):  
High School ◽  
Public Schools ◽  
Religious Education ◽  
Junior High School ◽  
School Environment ◽  
Junior High ◽  
Religious Culture ◽  
Islamic Education ◽  
Ministry Of Education ◽  
Religious Activities

The purpose of Islamic Education in public schools is not only to make students understand Islamic teachings, but also to make students carry out these teachings in daily life. It is on this basis that the research focused on the implementation of Islamic Education through planting religious culture in Middle School 21 Malang. This study aims to: 1) describe the implementation of Islamic Education in State Junior High School 21 Malang 2) describe the efforts to cultivate religious culture in State Junior High School 21 Malang and 3) describe the supporting and inhibiting factors in cultivating religious culture in State Junior High School 21 Malang. The researcher observed the implementation of Islamic Education through planting religious culture using observation, interviews and documentation. The results of this study indicate that 1) Islamic religious education is carried out based on the curriculum established by the Ministry of Education and Culture 2) the implementation of Islamic Education through planting religious culture through various types of religious activities carried out outside of school hours and creating environmental designs which reflects the religious atmosphere by installing Islamic displays in certain places in the school environment 3) Factors supporting the cultivation of religious culture are principals, students, teachers and employees, and parents. While the inhibiting factor is the lack of examples from the teacher and the leader, diversity in giving sanctions in the event of a violation and differences in the background of the parents which have an impact on the failure of the cultivation of religious culture at home. تهدف هذه المقالة وصف تنفيذ التعليم الإسلامي ، والجهود المبذولة لزراعة الثقافة الدينية ، فضلاً عن دعم وتثبيط العوامل في غرس الثقافة الدينية في المدرسة المتوسطة الحكومية الحادية والعشرين بمدينة مالانج ، والغرض من التعليم الإسلامي في المدارس العامة ليس فقط جعل الطلاب يفهمون التعاليم الإسلامية ، ولكن أيضا لجعل الطلاب تنفيذ هذه التعاليم في الحياة اليومية. على هذا الأساس يركز البحث على تطبيق التربية الإسلامية من خلال زراعة الثقافة الدينية في مدرسة مالانج المتوسطة 21. ولاحظ الباحث تنفيذ التعليم الإسلامي من خلال زراعة الثقافة الدينية باستخدام الملاحظة والمقابلات والتوثيق. تشير نتائج هذه الدراسة إلى أن 1) التعليم الديني الإسلامي يتم على أساس المنهج الذي وضعته وزارة التربية والتعليم والثقافة 2) تنفيذ التعليم الإسلامي من خلال زراعة الثقافة الدينية من خلال أنواع مختلفة من الأنشطة الدينية التي تتم خارج ساعات الدوام المدرسي وخلق التصاميم البيئية. مما يعكس الجو الديني من خلال تثبيت العروض الإسلامية في أماكن معينة في البيئة المدرسية. 3) العوامل الداعمة لزراعة الثقافة الدينية هي المبادئ والطلاب والمعلمين والموظفين ووادي الطلاب. في حين أن العامل المثبط هو عدم وجود أمثلة من المعلم والقائد ، والتنوع في إعطاء العقوبات في حالة حدوث انتهاك والاختلافات في خلفية الوالدين التي لها تأثير على فشل زراعة الثقافة الدينية في المنزل. Artikel ini bertujuan untuk mendeskripsikan pelaksanaan Pendidikan Agama Islam, upaya-upaya penanaman budaya religius, serta faktor pendukung dan penghambat dalam penanaman budaya religius di SMP Negeri 21 Malang. Tujuan Pendidikan Agama Islam di sekolah umum tidak hanya untuk menjadikan siswa mengerti tentang ajaran Islam, tetapi juga untuk menjadikan siswa melaksanakan ajaran tersebut dalam kehidupan sehari-hari. Atas dasar inilah penelitian difokuskan pada implementasi Pendidikan Agama Islam melalui penanaman budaya religius di SMP Negeri 21 Malang. Peneliti mengobservasi Implementasi Pendidikan Agama Islam melalui penanaman budaya religius menggunakan pengamatan, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa 1) Pendidikan Agama Islam dilaksanakan dengan berpedoman pada kurikulum yang telah ditetapkan oleh Departemen Pendidikan dan Kebudayaan 2) implementasi dari Pendidikan Agama Islam melalui penanaman budaya religius dilakukan melalui berbagai jenis kegiatan keagamaan yang dilaksanakan di luar jam pelajaran serta menciptakan desain lingkungan yang mencerminkan suasana religius dengan memasang pajangan Islami di tempat tertentu di lingkungan sekolah 3) Faktor pendukung upaya penanaman budaya religius adalah kepala sekolah, peserta didik, guru dan karyawan, serta orang tua. Sedangkan faktor penghambatnya adalah kurangnya teladan dari guru dan pimpinan, keanekaragaman dalam pemberian sanksi jika terjadi pelanggaran serta perbedaan latar belakang orang tua yang berimbas pada tidak berjalannya penanaman budaya religius di rumah.

Régler l’heure de religion : l’enseignement de la religion catholique comme dispositif administratif entre les écoles publiques italiennes et l’Église catholique

2019 ◽  
Vol 66 (2) ◽  
pp. 198-210 ◽  
Author(s):  
Guillaume Silhol
Keyword(s):  
Human Resources ◽  
Religious Education ◽  
Political Sociology ◽  
Religious Culture ◽  
State Institutions ◽  
State Schools

This article deals with Catholic religious education in Italian State schools from a political-sociology perspective. The ‘hour of religion’ works as an arrangement, not limited to classrooms, that involves practices of control across State schools and ecclesiastic administrative bodies. The school’s management of this arrangement leads to practical negotiations between teachers and personnel, related to its legitimization as a subject of ‘religious culture’. However, bureaucratic rationalization also occurs in Church dioceses, through the management of human resources and periodic checks of teachers’ ‘proofs’ of faith. Catholic religious education appears then as a case study of the informal, hybrid regulation of religion in the ‘grey areas’ of State institutions.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

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.

PROFIL KEMAMPUAN LITERASI TEKNOLOGI PESERTA DIDIK SEKOLAH MENENGAH ATAS DI KOTA BANDUNG

2017 ◽  
Vol 2 (2) ◽  
pp. 1-6
Author(s):  
Herni Yuniarti Suhendi
Keyword(s):  
Learning Process ◽  
Technological Literacy ◽  
Literacy Skills ◽  
Technology Literacy ◽  
Average Score ◽  
Technology In Education ◽  
Ministry Of Education ◽  
Literacy Profiles ◽  
Pisa Data ◽  
The City

Technology in education is a primary need for every individual. The learning process in school was not spared from technology. So that teachers and learners need to understand and proficient in using technology, both during the learning process and in everyday life. So far, literacy skills in Indonesia is still very low. This is indicated by PISA data, in 2009 Indonesian students are ranked 57th with a score of 295 (The average score on OECD is 402), while in 2012 Indonesian students are ranked 64th with a score of 396 (The average score on OECD is 496). The Ministry of Education and Culture developed Gerakan Literasi Sekolah to support the need for the above problems. Based on these problems, this study aims to determine the extent of students' technological literacy profiles in the city of Bandung. The method used is giving questionnaires to students. With this research is expected to increase the ability of technology literacy in learning to support the needs of science in the future

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