Religious Education in a Liberal, Pluralist, Democratic State

Rosenblith, Suzanne

doi:10.1080/00344080802426947

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…Así pues, para decirlo con brevedad, creemos que la cuestión religiosa debe tratarse con sumo cuidado en el plano de la ciudadanía (Rosenblith, 2008), marcando las oportunas distancias epistémicas, pero no rehuir su potencial conectividad a través del diálogo sobre los derechos humanos. Tampoco es una novedad porque tal perspectiva ha sido adoptada por el Consejo de Europa y la llamada Coalición de Oslo para la Libertad de Religión y Creencia.…”

Section: Religión Ciudadanía Y Derechos Humanosunclassified

La Educación Intercultural Y El Pluralismo Religioso: Propuestas Pedagógicas Para El Diálogo

Rego

2016

Educación XX1

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Section: Religión Ciudadanía Y Derechos Humanosunclassified

La Educación Intercultural Y El Pluralismo Religioso: Propuestas Pedagógicas Para El Diálogo

Rego

2016

Educación XX1

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“…It gives the opportunity to the member of society to enable them learning to know the essence, and the origin of themselves and the objective of their life, learning to do particularly in externalizing the values they absorbed from the Islamic educational institution through their real attitude and action, and learning to live together which is indicating their capability of living adjacently with heterogeneous and plural society, setting empathy and social responsibility to the front (Azizy, 2004, p. 12), setting their alumni with the pillars of faith and morality, stand on their own feet (mandiri) or self-sufficiency (kemandirian) and to (re)invente traditional value of Islamic educational institution. (Lukens-Bull, 2001;Rosenblith, 2004).…”

Section: Islamic Education In the Educational Policy Changementioning

confidence: 99%

The Continuity and Change of Indonesia’s Islamic Higher Educational Institutions in the amid of Educational Policy Change

Said¹,

Muhammad²,

Elangkovan³

2014

ASS

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Education means either human or social capital investment to build up an intellectual community possessing wider knowledge. Some define education as a process of transferring knowledge from one generation to another. By investing in education, we tend to create a dynamic society which in return would contribute significantly to the development of nation. The main objective of this study is to explore information related to the policy in developing Islamic higher educational institutions and the strategic roles played by the respective alumni in the process of developing the community and nation. This study utilizes the valuable documents relating to the development of Islamic educational institutions as the main data sources. The data were taken from the websites of some Islamic institutions, articles written by the Muslim figure in Indonesia and from the webpage of the Director of Higher Islamic educational institution, Ministry of Religious Affairs. Primary research method was also used by interviewing the leaders of Islamic higher educational institutions to gain a broad sense of the policy changing and policy re-orientation. Data from the interviews were manually analyzed and classified into relevant ideas, themes, categories and patterns based on qualitative approaches.

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“…Religion should be taken seriously in public schools and given "a prominent place in the curriculum, but in such a way that religion fits in with and is not excluded from important public conversations about the good." 5 Realizing a robust pluralism that includes religion in public schools means "providing students with opportunities to learn about different religious traditions as well as providing them with opportunities to ask questions and critically examine others' belief and unbelief." 6 I have read Rosenblith and Bindewald's current contribution as a follow up to that stance, focusing here particularly on the role of the teacher.…”

mentioning

confidence: 99%

A Transformative Pedagogy for Classrooms with Pluralistic Worldviews

Miedema

2012

pesf

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Reading Suzanne Rosenblith and Benjamin Bindewald's relevant and sympathetic contribution and having been part of the large REDCo-project (Religion in Education: A contribution to Dialogue or a factor of Conflict in transforming societies of European Countries) funded by the European Commission and including eight rather different European countries (Russia, Estonia, Norway, Germany, the Netherlands, the United Kingdom, France, and Spain), 1 I am strongly aware of the contextuality of the debates on common, state, or public schools. Rosenblith and Bindewald are strongly embedded in the U.S. context with its own past and present regarding the political system and the relation of school and religion. Further, the religious context is characterized by particular differences with an eye to the religious communities (liberal, orthodox, and fundamentalist, for example) present in a state, town, or city and their (relative) impacts and uses of power.

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Religious Education in a Liberal, Pluralist, Democratic State

Cited by 4 publications

References 1 publication

La Educación Intercultural Y El Pluralismo Religioso: Propuestas Pedagógicas Para El Diálogo

La Educación Intercultural Y El Pluralismo Religioso: Propuestas Pedagógicas Para El Diálogo

The Continuity and Change of Indonesia’s Islamic Higher Educational Institutions in the amid of Educational Policy Change

A Transformative Pedagogy for Classrooms with Pluralistic Worldviews

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