This study delves into the effective strategies employed in Islamic religious education to illuminate the nexus between instructional approaches and subject matter alignment. Utilizing a qualitative ...research methodology with a phenomenological orientation, the investigation involved fifteen high school Islamic religious education teachers. Participants were selected using a purposive technique, focusing on eligibility criteria specific to Islamic religious education instructors. Data collection took place through structured interviews with an interview protocol, followed by analysis stages encompassing data collection, reduction, and interpretation. The results discern five overarching themes elucidating the strategies employed in teaching Islamic religious education. Firstly, three schools integrated experiential learning into their pedagogical approach, intertwining it with discussion strategies. Secondly, the application of experiential learning strategies is more straightforward with less intricate subject matter. Thirdly, addressing complex topics necessitates teachers to demonstrate competencies across pedagogical, personal, professional, and social dimensions. Fourthly, not all students readily engage in experiential learning due to unfamiliarity with articulating personal experiences as educational content. Lastly, the study advocates for incorporating advanced methods to tackle complex subject matter. These findings offer a foundational reference for future research endeavors, acknowledging the study's limitations and the recommendations proposed.
Islamic schools, or madrasas, have been accused of radicalizing Muslims and participating, either actively or passively, in terrorist networks since the events of 9/11. In Pakistan, the 2007 siege by ...government forces of Islamabad's Red Mosque and its madrasa complex, whose imam and students staged an armed resistance against the state for its support of the war on terror, reinforced concerns about madrasas' role in regional and global jihad. By 2006 madrasas registered with Pakistan's five regulatory boards for religious schools enrolled over one million male and 200,000 female students. In The Rational Believer, Masooda Bano draws on rich interview, ethnographic, and survey data, as well as fieldwork conducted in madrasas throughout the country to explore the network of Pakistani madrasas. She maps the choices and decisions confronted by students, teachers, parents, and clerics and explains why available choices make participation in jihad appear at times a viable course of action.
Bano works shows that beliefs are rational and that religious believers look to maximize utility in ways not captured by classical rational choice. She applies analytical tools from the New Institutional Economics to explain apparent contradictions in the madrasa system-for example, how thousands of young Pakistani women now demand the national adoption of traditional sharia law, despite its highly restrictive limits on female agency, and do so from their location in Islamic schools for girls that were founded only a generation ago.
The concept of narrative holds a pivotal position in the Qurʾān, yet it has been subject to inadequate scrutiny and insufficient representation in pedagogical discourse concerning Islamic education. ...The present work endeavours to rectify this gap in knowledge by employing the technique of constructivist grounded theory to the Qurʾān and major exegeses, with a particular focus on the term qaṣaṣ, which pertains to the notion of narrative. This article delves into the profound tracts and maqāṣid (objectives) that qaṣaṣ hold in the Qurʾān and contemplates their exhortation for education on Islam and modern pedagogy. The analysis reveals that the qaṣaṣ present in the Qurʾān serves as a fundamental framework that directs the essence of the narrative pedagogy model of teaching and learning between the pedagogue and learner. Through typological figuration, the listener’s contemplation leads to a re-evaluation of conventional notions surrounding the dynamics between teacher and student and the dissemination of narrative within a pedagogical setting. The triad of truth, beauty and explication are fundamental pillars within this Islamic framework for narrative pedagogy, representing the essence of the human condition concerning education. Because these domains emerge from the concept of qaṣaṣ, the integration of the framework into Islamic education is a matter of utmost importance, given its centrality in the Qurʾān to foster and perfect the principles of Muslims and their sense of self.
This research aims to determine the significant relationship between evangelism and discipleship of Christian religious education students at the Faculty of Teacher Training and Education, HKBP ...Nommensen University, Medan. This type of research is descriptive correlational. The population in this research is students of Christian Religious Education, Faculty of Teacher Training and Education, HKBP Nommensen University, Medan in 2022, totaling 39 people, while the sample in this research is 39 people with a collection technique using a total sample. The tool used in data collection was a questionnaire consisting of 28 items. For evangelism, 14 items were valid, while for discipleship, 14 items were valid, with 4 options before the questionnaire was used, its validity and reliability were tested. The research results state that student evangelism is moderate to 16 people (41%). Tendency to discipleship Students are categorized as moderate to 15 people (38.4%). According to Matthew 28:18-20 students, evangelism and discipleship have a significant relationship. This is obtained by tcount = 13.008 and ttable = 1.684, th>tt(13,008>1,684)where we get tcount>ttable. Thus, the relationship is significant and acceptable.
As European Muslims and Muslims in the Middle East diverge, imams in Europe have emerged as major agents of religious authority who shape Islam’s presence in Western societies. This volume examines ...the theoretical and practical questions concerning the evolving role of imams in Europe. To what extent do imams act as intermediaries between European states and Muslim communities? Do states subsidize imam training? How does institutionalization of Islam differ between European states?
Schooling Islam Hefner, Robert W; Zaman, Muhammad Qasim
2007, 20101216, 2010, 2007-01-01, 20070101, Letnik:
19
eBook, Book
Since the Taliban seized Kabul in 1996, the public has grappled with the relationship between Islamic education and radical Islam. Media reports tend to paint madrasas--religious schools dedicated to ...Islamic learning--as medieval institutions opposed to all that is Western and as breeding grounds for terrorists. Others have claimed that without reforms, Islam and the West are doomed to a clash of civilizations.
Robert Hefner and Muhammad Qasim Zaman bring together eleven internationally renowned scholars to examine the varieties of modern Muslim education and their implications for national and global politics. The contributors provide new insights into Muslim culture and politics in countries as different as Morocco, Egypt, Pakistan, India, Indonesia, Iran, and Saudi Arabia. They demonstrate that Islamic education is neither timelessly traditional nor medieval, but rather complex, evolving, and diverse in its institutions and practices. They reveal that a struggle for hearts and minds in Muslim lands started long before the Western media discovered madrasas, and that Islamic schools remain on its front line.
Schooling Islamis the most comprehensive work available in any language on madrasas and Islamic education.
A análise aqui descrita é resultado de mais uma etapa do Projeto Concepçöes e Produçao, desenvolvido no Programa Concepçöes e Recursos Didáticos do Ensino Religioso, pelos pesquisadores do Grupo de ...Pesquisa Educaçao e Religiăo (GPER). Projeto iniciado no ano de 2000, visando estabelecer a memória da constr^ăo do Ensino Religioso, assim como organizar e sistematizar as fontes produzidas no país para fundamentar a pesquisa. O artigo é fruto de uma pesquisa bibliográfica, e se propôs realizar o Estado da Arte sobre o Ensino Religioso a partir das Teses disponibilizadas na sua integralidade. Compreendendo que a Tese é um trabalho de significado, para uma carreira académica. As Teses foram localizadas no Banco de Dissertaçöes e Teses da CAPES, como também nas publicaçöes do Grupo de Pesquisa em Ensino Religioso - GPER, com identificaçăo de prod^ăo académico-científica, sobre o Ensino Religioso em 2018. Para isto, foram selecionados autores, para dialogar com os dados a partir da Ciéncia da Informaçăo e da Metodologia Científica.
Análisis de los marcos de regulación internacionales y nacionales que garantizan la libertad de creencias en Argentina, Brasil y México. Se revisan los debates contemporáneos sobre la enseñanza ...religiosa y se toman como referencia las reformas legislativas más relevantes que han permitido, en mayor o menor medida, determinar si la educación es laica o religiosa en cada país. Considerando la diversidad de situaciones y particularidades en cada caso, se analiza la convergencia de regímenes educativos sobre educación religiosa y educación laica en Argentina, Brasil y México. A partir de esta revisión es posible examinar cómo se determinan los actores que pueden intervenir en los procesos educativos, los objetivos pedagógicos del tipo de ciudadano que se quiere formar y los contenidos educativos que se imparten en las escuelas.
Studies of Polish pedagogy of religion are most often situated in the area of the Roman Catholic tradition of Christianity, in its catechetical or kerygmatic current. This current aims at “education ...to faith” and “in faith”. The center of such a formula is the proclamation of the kerygma of salvation and the formation of the faithful who identify with their own ecclesial tradition. Adopting the formula in question, both Roman Catholic and evangelical religious education treats pedagogy as its auxiliary science providing a conceptual and methodological apparatus for the realization of goals primarily related to the local version of the theology, doctrine and teachings of a particular church. However, pedagogy of religion practiced in the kerygmatic stream is not the only stream of this sub-discipline. In addition to it, hermeneutic and critical pedagogy of religion or religious-information pedagogy, among others, are indicated. For critical pedagogy of religion, it is important to take care of the relationship between religious education and social reality. Its goals involve education for critical self-awareness and emancipatory competence, including the ability to unmask the forms of symbolic violence present in interpretations of religious texts and the social practices derived from them, as well as education for social commitment to equality and justice, opposing marginalization, exclusion, discrimination and symbolic violence in the broadest sense. The article presents content analyses of selected textbooks for teaching evangelical religion and attempts to situate the model of religious education emerging from them on the map of the indicated trends.
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