| Title | Author | Year | Add to Folder |
| '…we don't bring religion into school' : issues of religious inclusion and social cohesion.
| Keddie, Amanda
Wilkinson, Jane
Howie, Luke
Walsh, Lucas | 2019 |
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Title: '…we don't bring religion into school' : issues of religious inclusion and social cohesion.
Author(s): Keddie, Amanda | Wilkinson, Jane | Howie, Luke | Walsh, Lucas |
Journal Details: Australian Educational Researcher v.46 n.1 p.1-15
Published: March 2019
ISSN: 0311-6999
Abstract: This paper examines the approaches of cultural and religious inclusion at one small state-funded primary school situated in suburban Australia. The school community is experiencing high levels of racialised, gendered and religious conflict. Through case study data from leaders and teachers, we illustrate the potential and limitations of these approaches and consider their location within the notions of secularity and Christian privilege that characterise Australia's public education system. The paper is situated within the context of current anxieties around social conflict and unrest especially in relation to religious racism or Islamophobia and amid calls for the introduction of a multi-faith education in Australian public schools. Against this backdrop, we highlight key tensions and difficulties confronting schools in their efforts to be inclusive towards creating a climate of social cohesion. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-018-0289-4
Record No: 222967 From EdResearch online
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| School principals and racism : responding to Aveling.
| Charles, Claire
Mahoney, Caroline
Fox, Brandi
Halse, Christine | 2016 |
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Title: School principals and racism : responding to Aveling.
Author(s): Charles, Claire | Mahoney, Caroline | Fox, Brandi | Halse, Christine |
Journal Details: Discourse v.37 n.2 p.230-244
Published: April 2016
ISSN: 0159-6306
Abstract: This study responds to Nado Aveling's call in 'Anti-racism in Schools: A question of leadership?' (Discourse: Studies in the Cultural Politics of Education, 2007, 28(1), 69–85) for further investigation into racism in Australian schools. Aveling's interview study concluded that an overwhelming number of school principals denied the presence of racism in their schools, and that there were no discernible differences in how principals in different schools constructed racism. In contrast, our research found that school principals' constructions of cultural racism are strongly influenced by their school contexts. We elucidate these differences examining the various intersections between race, class and religion deployed by principals in different sites, and argue for the utility of examining and theorising cultural racism using an intersectional approach. By bringing context into our analysis we provide a more nuanced insight into the different ways in which racism is constituted and understood by Australian school principals. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2014.985634
Record No: 211631 From EdResearch online
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| The place of religion in a secular curriculum.
| Donnelly, Kevin | 2015 |
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Title: The place of religion in a secular curriculum.
Author(s): Donnelly, Kevin |
Journal Details: Quadrant v.59 n.4 (n.515) p.44-49
Published: April 2015
ISSN: 0033-5002
Abstract: The author argues that school education has become an instrument employed by secular critics to undermine the contribution of Christianity to the nation's history and the ability of faith-based schools to remain financially viable and true to their mission. Issues addressed in this article include enforcing a cultural left secular agenda, religion in the national curriculum, and Christianity and Islam in the textbooks. [Author abstract, ed]
URL (open access) : https://quadrant.org.au/magazine/2015/04/place-religion-secular-curriculum/
URL (conditional access) : http://library.acer.edu.au/document/?document_id=207853
Record No: 207853 From EdResearch online
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| Pupils' views on religious diversity and tolerance in Hamburg : a qualitative analysis.
| Weisse, Wolfram
Kappetijn, Bianca | 2015 |
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Title: Pupils' views on religious diversity and tolerance in Hamburg : a qualitative analysis.
Author(s): Weisse, Wolfram | Kappetijn, Bianca |
Journal Details: Religious Education Journal of Australia v.31 n.1 p.10-17
Published: 2015
ISSN: 0815-3094
Abstract: This article presents key findings of a survey on young people's attitudes towards dialogue, tolerance, religious plurality and conditions for peaceful coexistence, and their experiences with religious diversity. The survey, carried out in 2012, addresses youth aged 14-16, including students from different school types and regions in Hamburg with and without migration background and with and without religious convictions. The results show a polarisation in the students' attitudes. On the one hand, numerous positive comments demonstrate a favourable attitude towards the peaceful coexistence of different religions, and towards dialogue. On the other hand, the authors find strongly worded comments indicating negative attitudes, prejudice and even xenophobia. In such a situation, more dialogue between people of different religious backgrounds in the field of education is needed. Religious Education (RE) in Hamburg provides a good framework to achieve this aim, as it is structured for and directed towards interreligious and dialogical learning. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=206508
Record No: 206508 From EdResearch online
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| Relating teachers' whistleblowing tendency and personal features : Machiavellianism, religiosity, and utilitarianism.
| Toker Gokce, Asiye | 2015 |
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Title: Relating teachers' whistleblowing tendency and personal features : Machiavellianism, religiosity, and utilitarianism.
Author(s): Toker Gokce, Asiye |
Journal Details: Issues in Educational Research v.25 n.4 p.517-534
Published: 2015
ISSN: 1837-6290
Abstract: This study examines relationships between religiosity and value orientation of teachers, and preference for whistleblowing modes. Three hypotheses were developed, and tested related to the relationships between utilitarianism, religiosity, Machiavellianism and preference for various forms of whistleblowing. To analyse the data obtained from a sample of 271 primary and secondary school teachers in Turkey, descriptive statistics, Pearson correlation test, and regression analysis were used. According to the results, teachers prefer internal and identified whistleblowing. Religiosity affects teachers' preference for internal reporting in a positive way, while Machiavellianism and utilitarianism do not. No relationship was found between the teachers' values and preference for modes of whistleblowing. Examining religiosity, ethical ideology and whistleblowing in an education context in Turkey, this study contributes an Islamic perspective to the literature concerning whistleblowing. [Author abstract, ed]
URL (open access) : http://www.iier.org.au/iier25/toker-gokce.html
http://www.iier.org.au/iier25/toker-gokce.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=209858
Record No: 209858 From EdResearch online
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| The case of Palestinian civil society in Israel : Islam, civil society, and educational activism.
| Agbaria, Ayman K.
Mustafa, Muhanad | 2014 |
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Title: The case of Palestinian civil society in Israel : Islam, civil society, and educational activism.
Author(s): Agbaria, Ayman K. | Mustafa, Muhanad |
Journal Details: Critical Studies in Education v.55 n.1 p.44-57
Published: February 2014
ISSN: 1750-8487
Abstract: This article examines the educational activism of two Arab civil organisations in Israel: the Follow-Up Committee on Arab Education (FUCAE) and the Eqraa Association (Eqraa). On the one hand, it explores the possibilities and limitations of the involvement of the FUCAE in the state's Arab education system, as a secular organisation that is heavily engaged in the contentious identity politics of the Arab minority in Israel. On the other hand, it reflects on the competing yet complementary roles played by Eqraa vis-a-vis the state in the field of education, as a faith-based organisation that has been operating its own independent successful initiatives in education. More specifically, this article compares the goals, strategies, activities, and sources of funding of these two organisations, thus providing insights on the role of civil society organisations, either secular or religious, on Palestinian identity formation and political mobilisation in Israel. Additionally, it clarifies the meaning and characteristics of Islamic entrepreneurship and activism in education. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/17508487.2014.857360
Record No: 204185 From EdResearch online
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| Cosmopolitan tensions : religious diversity in an Australian university.
| Sriprakash, Arathi
Possamai, Adam
Brackenreg, Ellen | 2014 |
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Title: Cosmopolitan tensions : religious diversity in an Australian university.
Author(s): Sriprakash, Arathi | Possamai, Adam | Brackenreg, Ellen |
Journal Details: Australian Educational Researcher v.41 n.3 p.227-242
Published: July 2014
ISSN: 0311-6999
Abstract: This paper examines ideas of cosmopolitanism, particularly social theorists' interests in a cosmopolitan 'disposition', to consider how religiously diverse students experience campus life in a multi-faith Australian university. The authors draw on data from focus-group interviews conducted with students from Muslim, Christian, Spiritual, and Atheist student-groups to contribute empirical insights into theoretical debates about cosmopolitanism. They show how students understand religious relations in a university campus in multiple ways; moving back and forth between relations of religious openness and tension in different institutional scenarios. In light of these findings, they reflect on the possibilities of fostering 'cosmopolitan religiosity' in higher-education settings and demonstrate the limits of a liberal multicultural approach to religious diversity. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-013-0123-y
Record No: 205517 From EdResearch online
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| Philosophy, education and the corruption of youth : from Socrates to Islamic extremists.
| Besley, A. C. (Tina) | 2013 |
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Title: Philosophy, education and the corruption of youth : from Socrates to Islamic extremists.
Author(s): Besley, A. C. (Tina) |
Journal Details: Educational Philosophy and Theory v.45 n.1 p.6-19
Published: January 2013
ISSN: 0013-1857
Abstract: Following Aristotle's description of youth and brief discussion about indoctrination and parrhesia, the article historicises Socrates' trial as the intersection of philosophy, education and a teacher's influence on youth. It explores the historic-political context and how contemporary Athenians might have viewed Socrates and his student's actions, whereby his teachings were implicated in three coups led by his former students against Athenian democracy, for which he accepted little or no responsibility. Socrates appears subversively anti-democratic. This provides grounds that challenge the dominant and standard philosophical account of Socrates as one of the great teachers, perhaps the greatest in the Western tradition, and critiques the way philosophy so often presents a de-contextualised and ahistorical picture. Concerns about the influence of education, teachers and indoctrination on youth have existed since ancient times. Currently, many states, especially, but not only, democracies, are concerned about Islamic fundamentalist teachings potentially leading to terrorism. The article presents contemporary exemplars from four countries: Austria, Kenya, the United Kingdom and Saudi Arabia. The crucial question remains: to what extent is it reasonable to hold a teacher responsible for a student's subsequent actions? [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1111/j.1469-5812.2011.00790.x
Record No: 201151 From EdResearch online
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| 'Every little tree has its own bit of shade' : Qur'an-based literacy of the Peul Fuuta community.
| Diallo, Ibrahima | 2012 |
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Title: 'Every little tree has its own bit of shade' : Qur'an-based literacy of the Peul Fuuta community.
Author(s): Diallo, Ibrahima |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.227-238
Published: December 2012
ISSN: 1833-4105
Abstract: In pre-colonial West Africa, Islam served as the impetus for knowledge and literacy. For example, to meet the religious need and aspirations of its community, the Peul Fuuta community developed its own Qur'anic literacy model which is divided into major phases. At the basic level, Qur'anic literacy focused on developing Qur'anic reading skills. It is only at the advanced level that Qur'anic literacy became an instrument for access to Islamic knowledge and Islamic scholarship. However, with the arrival of European powers the knowledge ecology shifted. The Western education model took over and Qur'anic literacy was pushed to the backyard and lost considerable ground. This fate of Peul Fuuta Qur'anic literacy was compounded by a post-colonial education system and by urbanisation which changed the social structures. As a result, Qur'anic literacy which has contributed for centuries to West African knowledge and scholarship has become a simple instrument that provides basic devotional and ritualistic skills. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.227
Record No: 207784 From EdResearch online
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| Introduction : the interface between Islamic and western pedagogies and epistemologies : features and divergences.
| Diallo, Ibrahima | 2012 |
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Title: Introduction : the interface between Islamic and western pedagogies and epistemologies : features and divergences.
Author(s): Diallo, Ibrahima |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.175-179
Published: December 2012
ISSN: 1833-4105
Abstract: This article is an overview of the interface between Islamic and western pedagogies and epistemologies in Muslim context. It shows that despite differences in pedagogies and epistemologies, education in both Islamic and western contexts were important domains in religious organisations. However, in Europe, the powerful rise and the strengthening of secular and rationalist philosophies and ideologies shrank significantly the scope and the influences of religious knowledge in public education and knowledge. In contrast, Islamic education and knowledge have remained strongly attached to Qur'anic framework which has impacted on its pedagogies and epistemologies. Evolving on these parallel paths has resulted in noticeable divergences accounted for by differences in tradition and directions. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.175
Record No: 207778 From EdResearch online
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| Learning and spirituality in young Muslim children.
| Baker, Mukhlis Abu | 2012 |
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Title: Learning and spirituality in young Muslim children.
Author(s): Baker, Mukhlis Abu |
Journal Details: Journal of Religious Education v.60 n.3 p.25-34
Published: 2012
ISSN: 1442-018X
Abstract: This paper reports on one particular finding which emerged from a Singapore study of young Muslim children attending the last year of a four-year Islamic education weekend program. The program provides the 5-8 year old young learners with a learning environment in which they not only memorise Qur'anic verses but also learn the relevance of Islamic values and practices in their daily lives through activities which are age-appropriate. Learning in the program is perceived to be holistic in that it recognises the roles of thinking (cognitive), feeling (affective) and reflecting (spiritual) as complementary within the learning process. Children's account of what they have learnt suggests the emergence of interplay between these learning dimensions. Such interplay, as argued in this paper, may lead to tranformative learning experiences even as the program itself is concerned with a particular outcome (such as convergence with the Islamic worldview). [Author abstract, ed]
URL (open access) : https://www.acu.edu.au/__data/assets/pdf_file/0007/550978/ACU1476_ACU_-_JRE_Inner.pdf
Record No: 196922 From EdResearch online
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| Newman and interconnectedness : integration and university education.
| Sullivan, John | 2012 |
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Title: Newman and interconnectedness : integration and university education.
Author(s): Sullivan, John |
Journal Details: Journal of Religious Education v.60 n.1 p.48-58
Published: 2012
ISSN: 1442-018X
Abstract: Prompted by Newman's advocacy of interconnectedness as a goal for Catholic university education, this article links integration as a major life-task with integration as a priority for university education. First, the author explains what he means by integration as a task for each Catholic before commenting on what Newman has to say about integration in university learning. then the author presents five types of challenges that must be taken into account if integration is to be pursued seriously as a priority in university. Finally he indicates some of the ways in which faculty might set about addressing these challenges. [Author abstract]
URL (open access) : https://www.acu.edu.au/__data/assets/pdf_file/0011/418448/JournalRE_601_2012_Full_Version.pdf
Record No: 191004 From EdResearch online
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| Teaching in higher education institutions in Algeria : a class of paedagogies?
| Miliani, Mohammed | 2012 |
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Title: Teaching in higher education institutions in Algeria : a class of paedagogies?
Author(s): Miliani, Mohammed |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.218-226
Published: December 2012
ISSN: 1833-4105
Abstract: Algerian teaching teachers, like their counterparts in most Muslims countries, face a pedagogical dilemma between, on the one hand, Islamic traditional pedagogy, on the other, Western pedagogy. This article shows to what extent Islamic pedagogy has impacted on teachers' pedagogy in Algerian universities despite efforts to keep up with modern teaching theories. It shows also that Algerian teacher's folk pedagogy, mostly based on traditional practices, influences teaching. Given this context, teachers have developed a hybrid pedagogy based on improvisation and their folk pedagogy in the absence of a formal training scheme. In this apparent clash of pedagogy, the article argues for a cross-cultural pedagogy. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.218
Record No: 207783 From EdResearch online
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| Teaching the faith : case studies from Indonesia and Australia.
| Diponegoro, Ahmad Muhammad
Waterworth, Peter | 2012 |
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Title: Teaching the faith : case studies from Indonesia and Australia.
Author(s): Diponegoro, Ahmad Muhammad | Waterworth, Peter |
Journal Details: Journal of Religious Education v.60 n.1 p.59-69
Published: 2012
ISSN: 1442-018X
Abstract: The teaching of religion in schools not only epitomises but also denotes the beliefs and values of proponents of the religion being taught. The teaching of religion in state schools must be considered within the context of the social and cultural location of religion within society. The cultural contexts for the teaching of the Muslim faith in Indonesia and the Christian faith in Australia are vastly different. This study considered the experiences and perceptions that teachers of religion (in state primary schools) had in Indonesia and Australia. The authors collected data from four case study teachers from each country about their faith experiences and their experiences as teachers of religious education in lengthy elaborated interviews. The authors found that the expression of religious understanding and knowledge in educational settings was profoundly influenced by the teachers' own spiritual development. The teachers from both countries had surprisingly similar spiritual journeys through childhood, adolescence and adulthood with a strong involvement with the mosque or church or their peripatetic organisations. However, the Indonesian teachers were teaching faith in a context which, outwardly and proverbially (at least) was overwhelmingly supportive of their role. The Australian teachers were teaching within a secularised cultural context that was ostensibly critical or at least sceptical of the faith base they represented. The Australian teachers saw themselves as counter-cultural minority believers attempting to re-establish a diminishing faith base of reducing relevance. Yet both groups articulated a similar motivation to teach the faith: to honour Allah or God, to reaffirm the Word and to clearly proclaim their belief in the faith basis of national life. [Author abstract]
URL (open access) : https://www.acu.edu.au/__data/assets/pdf_file/0011/418448/JournalRE_601_2012_Full_Version.pdf
Record No: 191005 From EdResearch online
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| Twists and turns of Islamic education across the Islamic world.
| Marshallsay, Zaniah | 2012 |
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Title: Twists and turns of Islamic education across the Islamic world.
Author(s): Marshallsay, Zaniah |
Journal Details: International Journal of Pedagogies and Learning v.7 n.3 p.180-190
Published: December 2012
ISSN: 1833-4105
Abstract: Knowledge has a central place in Islamic traditions. For Muslims, knowledge is not only a form of worship, but it is also an integral part of the code of conduct of the Muslim. Therefore, Islamic education should play a crucial role in the life of Muslims. However, given the diversity of the Muslim world and its spread across the world, Islamic education has experienced twists and turns to reflect this diversity. This diversity is also reflected in the ways in which Islamic knowledge is transmitted because of a range of influences, including, on the one hand, the social, cultural and political milieus of Muslim societies and, on the other, such critical issues as national educational policies and practices of these societies. This article examines the development of Islamic education since its earliest history by focusing on the internal as well as the external factors that have shaped its development across the Muslim world. It also discusses changes and reforms that have taken place in the context of the on-going debate on the place of Islamic education in a globalised and secular world. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2012.7.3.180
Record No: 207779 From EdResearch online
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| 'Oh, Lord, Give [me] knowledge that is meaningful!' Overview of knowledge and education in the Peul Fuuta community through Qur'anic education.
| Diallo, Ibrahima | 2011 |
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Title: 'Oh, Lord, Give [me] knowledge that is meaningful!' Overview of knowledge and education in the Peul Fuuta community through Qur'anic education.
Author(s): Diallo, Ibrahima |
Journal Details: International Journal of Pedagogies and Learning v.6 n.2 p.140-151
Published: August 2011
ISSN: 1833-4105
Abstract: Evidence shows that the argument that Africa was an illiterate continent before the arrival of the Europeans is a myth, ingeniously crafted by western European powers to justify their colonial agenda. Education based on Islamic knowledge was widespread and popular in sub-Saharan Africa. In reality, it may be argued that it was the colonial system that destroyed the African education system and imposed its languages, cultures and education models. This article is about education in the Peul Fuuta community which adopted the Qur'an for educational purposes. It shows that the Peul Fuuta community has not only used Arabic and Islamic teachings to suit its pedagogic aspirations and communication needs, but it has adopted the Qur'an to access knowledge. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.5172/ijpl.2011.140
Record No: 207798 From EdResearch online
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| Smart Schools for saving the soul : a juxtaposition of neofundamentalist and neoliberal discourse concentrations in contemporary Malaysia.
| Thomas, Michael K.
Nayan, Rohany | 2011 |
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Title: Smart Schools for saving the soul : a juxtaposition of neofundamentalist and neoliberal discourse concentrations in contemporary Malaysia.
Author(s): Thomas, Michael K. | Nayan, Rohany |
Journal Details: Discourse v.32 n.4 p.513-529
Published: October 2011
ISSN: 0159-6306
Abstract: This paper reports on an analysis of public documents produced by the government of Malaysia for the purpose of guiding the enactment of educational technology efforts in Malaysia. The analysis explores the concentration of discourses that make possible certain framings of technology in educational contexts that seek to act upon the notions of citizenship and identity among Muslims in Malaysia. Using the lenses of neofundamentalism and neoliberalism and leveraging analysis methods from the grounded theory methodological tradition, this study examined the ways the Malaysian government works on constructing the identities of its young Muslim citizenry by way of policy initiatives for the implementation of educational technologies. Sixteen documents produced and published by the Malaysian government served as the data for the analysis. Findings indicate that a neofundamentalist governmental rhetoric insists on looking to the past nostalgically and to non-rational textual hermeneutics for interpretations of Islam. At the same time, neoliberalism underpins discourses on educational technology and 'wealth-making' contemporary discourses on education and particularly educational technology. This produces a situation in which contemporary Malaysian government citizen work is locked in a crisis of bilateral nostalgia whereby a technology-rich and materially wealthy future is anticipated simultaneously with a longing for an Islamic civilization rooted in past traditionalisms and spiritualities. The Malaysian government then works a form of alchemy to manage this ironic tension. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01596306.2011.601550
Record No: 188531 From EdResearch online
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| The Islamic turn in Australia and the Christian West.
| Pascoe, Robert | 2010 |
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Title: The Islamic turn in Australia and the Christian West.
Author(s): Pascoe, Robert |
Journal Details: Education and Society v.28 n.3 p.51-70
Published: 2010
ISSN: 0726-2655
Abstract: This article examines Muslims in Australia and their location in the intercultural dialogue. It is argued that cultural diversity and human rights are particularly relevant in future discourses regarding Muslims. It discusses the Islamic Turn as the increasing attention by Western civilisations in Islam, the Arab world and the Middle East, due to the representations of Islam in the events of September 11 and the London bombings. The Christian West view of Islam is discussed through discussion of scholarship and immigration pre- and post-September 11, as well as barriers to understanding Islam in Australian society. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.7459/es/28.3.04
Record No: 186136 From EdResearch online
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| Orientalism in reporting religion : approaches to teaching journalism and Islam as a civilization.
| Merican, Ahmad Murad | 2010 |
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Title: Orientalism in reporting religion : approaches to teaching journalism and Islam as a civilization.
Author(s): Merican, Ahmad Murad |
Journal Details: Asia Pacific Media Educator n.20 p.163-175
Published: December 2010
ISSN: 1326-365X
Abstract: After years of discourse on the distortion of Islam by the media, this paper suggests that the link in understanding the (mis)representation of Islam is in the corpus of Orientalism. It argues that reporting on religions, or reporting on Islam, be adopted as critical components in the curricula of journalism education. It notes that in Malaysia, despite of proliferation of journalism/communication schools over more than three decades, there is no course on the reportage of religions/Islam. Such a course could be embedded in the historical contexts of encounters between the West and Islam and the assumption that the language of news and the language of religion are two incompatible paradigms. This paper calls for overcoming this incompatibility. In what has been neglected as an important component in intellectual production having spiritual and emotional ramifications, this paper argues for re-examining the conceptual and ontological aspects of the reportage of Islam/religion, the journalism curriculum and the intellectual production process in the university. [Author abstract]
URL (open access) : http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1322&context=apme
Record No: 185748 From EdResearch online
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| Overcoming challenges in understanding metaphysical and spiritual concepts.
| Keskin, Zuleyha | 2010 |
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Title: Overcoming challenges in understanding metaphysical and spiritual concepts.
Author(s): Keskin, Zuleyha |
Journal Details: Journal of Religious Education v.58 n.4 p.63-71
Published: 2010
ISSN: 1442-018X
Abstract: One of the challenges for followers of any religion is to understand and internalise metaphysical and spiritual concepts that are often abstract or hard to conceptualise for an ordinary believer. Islamic spiritual and metaphysical concepts are no exception to this challenge. Understanding certain concepts which appear in the Qur'an, the holy book for Muslims, such as 'God is everywhere' and 'God sees all', can be difficult for Muslims to grasp because of their intangible and 'unseen' nature. But at the same time, understanding such concepts is a critical part of one's spiritual development. Understanding is the first step in spiritual development, followed by internalising and experiencing. Even if one is able to understand, internalise or experience such concepts oneself, explaining or teaching such metaphysical realities to people who have different levels of education, spirituality and life experiences is not an easy matter. Without diagrams, experiments or demonstrations to support one's statements, explanations of such concepts may seem superficial or even delusional. This is an extremely important point needing consideration when teaching religion. As youth become more dependent on visual stimuli and as material existence is the only type of existence accepted by some, belief in the existence of a metaphysical and spiritual world becomes almost impossible for many. However, arguably, a mission impossible is made possible through clever use of analogies which compels one to consider concepts which would otherwise be disregarded. In this paper, the topic at hand is addressed by firstly explaining three challenges that exist in the contemporary world that make it difficult for individuals to grasp metaphysical and spiritual concepts: separation of religion and science; the abstract nature of metaphysical; and, spiritual concepts and the materialistic nature of societies. Secondly, the approach taken by the Qur'an and the Risale-i Nur, a contemporary commentary of the Qur'an, are explored to better understand how they overcome the above-mentioned challenges by the use of analogies and allegorical comparisons. [Author abstract]
URL (open access) : https://www.acu.edu.au/__data/assets/pdf_file/0007/429064/2010-58-4-Complete.pdf
Record No: 199806 From EdResearch online
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| Religion in Australia : a survey for religious educators.
| Ryan, Maurice
Grajczonek, Jan | 2010 |
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Title: Religion in Australia : a survey for religious educators.
Author(s): Ryan, Maurice | Grajczonek, Jan |
Journal Details: Religious Education Journal of Australia v.26 n.1 p.9-15
Published: 2010
ISSN: 0815-3094
Abstract: Australian religious educators working in church contexts require a working knowledge of past developments and present realities regarding religion in Australia. This article seeks to provide an accessible survey of the major themes and developments that have laid the foundation for a rich, lively and diverse religious landscape in Australia. It charts the beginnings of religious expression in Australia among Indigenous communities. It examines the introduction of Christianity and the shifting patterns of belief among Australians. It concludes by considering ecological consciousness as a new form of religious expression and involvement. The paper offers a framework which Australian religious educators can use to understand and respond to the increasing religious diversity that they encounter in all educational and pastoral settings. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=183607
Record No: 183607 From EdResearch online
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| Religious education curricula of Finnish minority religious groups : an example of different approaches to religious education in a diverse world.
| Kalloniemi, Arto | 2010 |
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Title: Religious education curricula of Finnish minority religious groups : an example of different approaches to religious education in a diverse world.
Author(s): Kalloniemi, Arto |
Journal Details: Religious Education Journal of Australia v.26 n.2 p.9-15
Published: 2010
ISSN: 0815-3094
Abstract: Religious education in Finland is taught according to the pupils' own religion in comprehensive schools. Evangelical Lutheran religious education is the major form of religious education taught in most Finnish schools. In addition to Evangelical Lutheran religious education in Finland, there are many other forms of religious education, e.g. Orthodox, Muslim, Adventist, Buddhism, Mormon, Catholic, Krishna and Kristi or Steiner (Anthroposophy Society). The new curricula for minority groups' religious education were accepted in 2006 by the Board of Education. The purpose of this article is to look at how the three perspectives of religious education (learning religion, learning about religion and learning from religion) are profiled in these curricula. Another aim of the investigation is to look at how these curricula emphasized the development of an individual's religious identity and how the idea of religious literacy is portrayed in them. The article gives an example of different approaches to religious education in a culture of diversity. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=183944
Record No: 183944 From EdResearch online
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| Islamic and Christian educational anthropology.
| Alavi, Hamid Reza | 2008 |
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Title: Islamic and Christian educational anthropology.
Author(s): Alavi, Hamid Reza |
Journal Details: Journal of Christian Education v.51 n.3 p.33-42
Published: December 2008
ISSN: 0021-9657
Abstract: This research study investigated and clarified the shared religious foundations of anthropology in Islam and Christianity and the effect of lslamic and Christian anthropology on education. Therefore, this article has two parts: 1) an identification of shared Islamic and Christian anthropology, and 2) the effect of this shared Islamic and Christian anthropology on Islamic education. In the first part, the goals of man's creation, man's personality, and man's responsibility are investigated in relation to Islam and Christianity so that a shared religious model of anthropology might be developed. In the second part of the article, the effects of such anthropology are studied and clarified in terms of Islamic education. Also in this part, the definition of education, the goals of education, and educational procedures are investigated. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=181520
Record No: 181520 From EdResearch online
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| Of teddy bears and religious cranks.
| Childs, K. | 2008 |
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Title: Of teddy bears and religious cranks.
Author(s): Childs, K. |
Journal Details: Australian Rationalist n.78 p.12-13
Published: January 2008
ISSN: 1036-8191
Abstract: There is a little-noticed Australian finding that more time is spent by primary school students on religion and school assemblies than on science. In a supposedly free and secular system religious education was allocated the most time outside the Key Learning Areas, eight 'subjects' named by the National Goals for Schooling. A Federal Government study found religion also got more time than non-English languages and Technology. Teachers in Catholic schools allocated 158 minutes a week to religious education, independent schools 119 minutes, and government schools an average of 18 minutes. As well, primary schools find it impossible to spend enough time on core subjects because their curricula are full of subjects such as manners and nutrition says a study reflecting a survey of 30 primary schools by the Australian Primary Principals Association. The National Goals for Schooling calls on all governments to endorse a comprehensive statement articulating the special purpose of primary schools. The study wants the Ministerial Council for Employment, Education, Training and Youth Affairs (MCEETYA) to set up a Primary Curriculum Group to provide advice on proposals for new syllabuses, additions to the existing curriculum, and student assessment programs. The group should serve as an advisory committee to MCEETYA and include experienced primary educators. All of this is fine, but there does need also to be a close examination of what is being taught in the name of religion that takes up so much time and how our most vulnerable young receive this message. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/20110413171911/http://www.rationalist.com.au/archive/78/p12-13_AR78.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=168933
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| Islamic and Christian axiology (a comparative study).
| Alavi, H. R. | 2007 |
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Title: Islamic and Christian axiology (a comparative study).
Author(s): Alavi, H. R. |
Journal Details: Journal of Christian Education v.50 n.1 p.37-48
Published: May 2007
ISSN: 0021-9657
Abstract: This article describes and compares from a non-Western perspective some Islamic and Christian viewpoints regarding axiology, and the effect of axiology on education. The subjects which are considered in this article are: what is value; what is valuable and good; whether we have some absolute and constant, and even objective and intrinsic, values that are valuable for all humans in all places and times; what is the responsibility of people, and particularly teachers and students, regarding these values; what teachers should do and how they should instruct and teach so that their students commit themselves to these values, and may become good, spiritual, moral, and religious persons. In this research, more emphasis has been placed on the description of the similarities - not differences - between these two religions. To accomplish the goal of the research, the viewpoints of the Qur'an and the Bible and a number of Islamic and Christian scholars have been described and compared. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=165293
Record No: 165293 From EdResearch online
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| Islamization of disciplines : towards an indigenous educational system.
| Dangor, S. | 2005 |
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Title: Islamization of disciplines : towards an indigenous educational system.
Author(s): Dangor, S. |
Journal Details: Educational Philosophy and Theory v.37 n.4 p.519-531
Published: August 2005
ISSN: 0013-1857
Abstract: The past two decades has witnessed the mushrooming of Islamic schools in Europe, the United States and South Africa. Initially these schools were concerned essentially with providing an Islamic ethos for learners. More recently, however, they have begun to focus on the process of Islamization. The Islamization project was initiated in the United States by Muslim academics including Isma'il al-Faruqi, Syed Husain Nasr and Fazlur Rahman as a response to the secularisation of Muslim society, including its educational institutions. In essence Islamization means including Islamic disciplines in the curriculum, providing an Islamic perspective on issues in the syllabi and locating, where possible, secularized disciplines within the Islamic weltanschauung. Six international conferences have been held to date at different locations in the Muslim World. The first five generated conceptual papers on the Islamic approach to knowledge and education and inspired academics to write research papers on their disciplines from an Islamic perspective. Most of these have been published in the American Journal of Islamic Social Sciences. The three universities which were established to drive the process have had varying degrees of success. The sixth conference which was held in South Africa took the form of workshops where South African teachers and international academics were brought together to generate Islamised syllabi for the major school disciplines. This article attempts to explain the rationale for Islamic schools and their attempts at Islamization of disciplines. In my view, this is an important development in the context of demands for the revival of indigenous knowledge systems. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=145096
http://dx.doi.org/10.1111/j.1469-5812.2005.00138.x
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| Educational adventure.
| Hill, B. V. | 2004 |
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Title: Educational adventure.
Author(s): Hill, B. V. |
Journal Details: Journal of Christian Education v.47 n.2&3 p.73-84
Published: September/December 2004
ISSN: 0021-9657
Abstract: In the 1990s, Reverend Tom Wallace (then with the Anglican Schools Commission in Western Australia), Peter Havel (a former school principal) and Brian Hill (then Professor of Education at Murdoch University, Western Australia), together explored the unlikely possibility of an agreement on values among Christian churches, the Jewish community, and the Islamic community. The odds would have seemed to be distinctly against the success of such an achievement. And yet, with sensitivity and determination, the possibility of consensus was explored - to quite remarkable effect. The common factor in all the groups consulted was their monotheistic faith. In addition, their holy books all include portions of the total library which constitutes the Old and New Testaments. Furthermore the listing of values (ultimate, domestic, and educational) includes within it a number of 'basic life perspectives': on God, religion, spirituality, the afterlife, search for knowledge, the religious quest, religious freedom, freedom of worship, the study of worldviews, personal meaning, the family, value systems and knowledge. An article by Brian Hill, which described the process and its outcome emphasised that there was not complete consensus on every issue, but that there was agreement on all the issues listed. This, however is an amazing achievement, and one which should inspire Christians to 'go and do likewise' within their own spheres. Brian Hill's article, 'Mainstreaming values issues in education', appeared in 'Journal of Christian Education', 39 (1), April 1996. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=149084
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| How do we communicate environmental ethics? Reflections on environmental education from a Kuwaiti perspective.
| al-Naki, K. | 2004 |
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Title: How do we communicate environmental ethics? Reflections on environmental education from a Kuwaiti perspective.
Author(s): al-Naki, K. |
Journal Details: International Research in Geographical and Environmental Education v.13 n.2 p.129-142
Published: 2004
ISSN: 1038-2046
Abstract: This paper arises from a PhD research project originally designed to search for innovative ways to stimulate environmental education (EE) in Kuwaiti middle schools. The research has shown that Islam shares similar fundamental principles to those under-pinning 'ecocentric' perspectives emerging in the West and increasingly thought necessary for achieving a sustainable society. The research has also shown that it is possible to learn and select from concepts and teaching techniques derived in the West in a way that could help put in place an Islamic environmental ethic appropriate to an Islamic educational context. The paper is limited to presenting some of the arguments that were set out to link Islamic teachings to concepts of Western environmentalism, especially ecocentric ideologies (particularly those associated with Deep Ecology and Gaianism). It also tries to point out the differences and distinctions between an Islamic perspective and certain Western environmental ethics within an educational context. The paper provides a number of perspectives to readers from outside an Islamic context, and also some insights into some of the challenges that arise in undergoing cross-cultural research and communication. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/09669580408668504
Record No: 142297 From EdResearch online
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