Intra- and Interreligious Dialogue in Flemish (Belgian) Secondary Education as a Tool to Prevent Radicalisation

Lafrarchi, Naïma

doi:10.3390/rel12060434

Cited by 7 publications

(4 citation statements)

References 66 publications

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“…Professional development programs are essential for giving instructors the knowledge and abilities they need to successfully use dialogue-based questioning techniques. According to research, tailored teacher training programs that give educators in-depth understanding of dialogue education and concrete methods for implementing dialogue-based questioning in their lessons have a beneficial effect on teacher performance (Lafrarchi, 2021). The principles of dialogue education, the art of inquiry, efficient facilitation tools, and methods for fostering a dialogue-rich classroom atmosphere can all be covered in these programs.…”

Section: Professional Development and Teacher Preparationmentioning

confidence: 99%

Exploration and Analysis of Middle School Teachers' Classroom Questioning Methods from the Perspective of Dialogue Education

Yi,

Nasri,

Jiao

2023

J. of Law and Sust. Develop.

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Aim: This study aimed to investigate and evaluate the questioning strategies used in the classroom by middle school instructors. "What is the impact of dialogue-based questioning methods on middle school students' learning outcomes?" was the research question for the study. Methodology: A methodical search technique was used to find pertinent peer-reviewed papers written in English in order to meet the research objective. Key information regarding the different types of questioning techniques, impact on student engagement, improvement of critical thinking skills, student learning outcomes, teacher-student interaction, professional development, and teacher preparation was extracted from the studies that were chosen and synthesized. Results and conclusions: Results indicated that dialogue-based questioning techniques, such as open-ended inquiries, incisive inquiries, and Socratic inquiries, are successful in encouraging fruitful discussion, student participation, and the development of critical thinking abilities. Recommendations: Teachers should give priority to integrating different questioning strategies in order to promote discussion, stimulate active student participation, and improve critical thinking abilities. Practical Implications: The use of dialogue-based questioning techniques to improve student engagement, critical thinking, and learning outcomes, supported by efficient professional development programs, is one practical use.

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Section: Professional Development and Teacher Preparationmentioning

confidence: 99%

Exploration and Analysis of Middle School Teachers' Classroom Questioning Methods from the Perspective of Dialogue Education

Yi,

Nasri,

Jiao

2023

J. of Law and Sust. Develop.

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“…Reflections on Islam and Christianity, using violence and peace to conceptualize IRD, emerged in the literature. Lafrarchi (2021), addressing the differences between intra and IRD, argues for their importance in preventing extremism and radicalization of youth. From a theological point of view, Khan et al (2020) uphold the profound roots of Islam's beliefs as completely harmonic with other religions and, therefore, as being a powerful religion to build an IRD.…”

Section: Interreligious Dialogue (Ird) On Social Mediamentioning

confidence: 99%

“Hair for Freedom” Movement in Iran: Interreligious Dialogue in Social Media Activism?

Navarro

Peres-Neto

2023

Religions

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After the death of Masha Amini at the hands of the Iranian Morality Police for not wearing the hijab, in accordance with what they considered appropriate in September 2022, a social media campaign called “Hair for Freedom” was sparked on different platforms, with videos of women cutting their hair in protest over Iranian women’s rights and Amini’s death. This paper analyzes whether this digital feminist movement enacted an interreligious dialogue (IRD). Based on content analysis and topic modeling of the publications retrieved from three major platforms, Twitter, Instagram, and TikTok, the results indicate that this was mainly a Western movement focused on women’s bodies as a political symbol in authoritarian Islamic regimes and has not achieved an IRD since most social media posts reproduced the hashtag #HairForFredom without opening a religious discussion. As observed in other digital movements, conclusions indicate that social media activism does not offer an opportunity to engage in dialogues to enlighten the public sphere. On the contrary, the focus appears to provide users with the opportunity to enhance their reputation by engaging in popular social media campaigns that promote social change.

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“…The development of this behavior also depends on whether the educational process is good or not. This personality formation also cannot be done instantly but must be taught little by little and this must start from an early age, because by forming a personality from an early age it will be possible to protect the child from negative influences originating from outside the child's environment (Lafrarchi, 2021;Zonne-Gätjens, 2022). The task of a teacher, especially an Islamic religious education teacher, should be to be able to shape the morals of their students so that they become Muslim individuals, so that children always apply the values of Islamic teachings in their daily lives.…”

Section: Introductionmentioning

confidence: 99%

Efforts of Islamic Religious Education Teachers in Shaping the Personality of Muslim Students at SDIT Insan Utama Kasihan

Fanani

2023

Al-Hijr: J. of Adulearn World

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This study aims (1) to determine the personality condition of students at SDIT Insan Utama Kasihan, (2) to find out the efforts of Islamic religious education teachers in shaping the Muslim personality of students at SDIT Insan Utama Kasihan, (3) and to find out the inhibiting and supporting factors of Islamic religious education teachers in shaping the Muslim personality of students at SDIT Insan Utama Kasihan. This research uses a qualitative approach. His research method is a descriptive method. The data collection technique uses interview, documentation, and observation methods. The data analysis technique is the author using miles and huberman model analysis. The results of this study are (1) The personality of students at SDIT Insan Utama Kasihan is generally good, although there are still some children who behave poorly such as eating while standing, eating with their left hand, saying rude words, and littering. The personality of the students in this school, when viewed in terms of their creed, is very emphasized by their religion. When viewed in terms of worship, this school teaches its students to pray 5 times, dhuha prayers, tahajud prayers, and sunnah fasting. Furthermore, when viewed in terms of student morals, in this school, it is generally good. (2) The efforts of Islamic agam education teachers in shaping the Muslim personality of students at SDIT Insan Utama Kasihan, namely by fostering students' faith and piety to Allah SWT, directing students in the implementation of worship in schools, guiding students to have good morals, motivating students to actively study, and motivating students to aspire to the world and the Hereafter. (3) Factors inhibiting Islamic religious education teachers in shaping the muslim personality of students are the different levels of understanding of children and the lack of continuity between programs in schools and parents at home. Supporting factors are the religious school environment, the cooperation between Islamic religious education teachers and other teachers, and the existence of school programs that support the formation of students' personalities.

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Intra- and Interreligious Dialogue in Flemish (Belgian) Secondary Education as a Tool to Prevent Radicalisation

Cited by 7 publications

References 66 publications

Exploration and Analysis of Middle School Teachers' Classroom Questioning Methods from the Perspective of Dialogue Education

Exploration and Analysis of Middle School Teachers' Classroom Questioning Methods from the Perspective of Dialogue Education

“Hair for Freedom” Movement in Iran: Interreligious Dialogue in Social Media Activism?

Efforts of Islamic Religious Education Teachers in Shaping the Personality of Muslim Students at SDIT Insan Utama Kasihan

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