Topic
Religious education
About: Religious education is a research topic. Over the lifetime, 9554 publications have been published within this topic receiving 65331 citations. The topic is also known as: faith-based education & RE.
Papers published on a yearly basis
Papers
More filters
TL;DR: The role principal de la societe islamique Ansar-Ud-Deen au Nigeria etait l'education religieuse and la fondation d'etablissements scolaires.
Abstract: Pour tout a la fois son reformisme religieux et ses activites sociales, le role principal de la societe islamique Ansar-Ud-Deen au Nigeria etait l'education religieuse et la fondation d'etablissements scolaires. En outre, l'engagement de l'Ansar-Ud-Deen dans les organisations nationales des musulmans du Nigeria a conduit a leur implication dans les questions politico-religieuses a l'echelle nationale. Dans les annees 1950-1960, plusieurs membres de l'AUD ont joue des roles significatifs dans la vie politique du pays apres 1970
33 citations
TL;DR: A century ago, a group of educators led an effort to transform American Jewish education to enable it to operate successfully in the 20th century as discussed by the authors, with American Jews living under very different conditions, a similar effort is needed to reinvent Jewish education for the 21st century.
Abstract: A century ago a group of educators led an effort to transform American Jewish education to enable it to operate successfully in the 20th century. Today, with American Jews living under very different conditions, a similar effort is needed to reinvent Jewish education for the 21st century. Changes and new initiatives already taking place on the educational landscape point the way toward a set of paradigm shifts that will make Jewish education more learner-centered, relationship-infused, and life-relevant. These changes at the level of educational practice need to be accompanied by a redesign of the educational system itself to make it better able to accommodate learners as “prosumers,” helping to create their own educational experiences, and to guide them on lifelong learning journeys. By maximizing the impact of ongoing innovations, by employing “design thinking,” and by forging stronger networks and collective impact initiatives across domains and settings, the Jewish educational system can be reinvented...
33 citations
33 citations
TL;DR: The authors examined the political and epistemological implications of the integrative and disciplinary modes of pedagogic Islam pertaining to contrasting Muslim contexts where tensions between these two forms of education have given rise to polarised discourses on the curriculum.
Abstract: In the contemporary period, the persistence of the dual system of state and madrasa education in many Muslim countries has raised for policymakers the dilemma of what form Islam ought to assume as a pedagogic category in these contexts. At one extreme, in the syllabi of traditionalist madrasas, we find Islam being deployed as an overarching epistemological framework within which all other forms of knowledge are subsumed. At the other end, predominantly in state and private schools, Islam is presented as one discipline among a range of others. Between these two extremes lie other modes that approach Islam from interdisciplinary or ancillary perspectives. This paper proposes to examine, using constructs from the sociology of the curriculum, the political and epistemological implications of the integrative and disciplinary modes of pedagogic Islam pertaining to contrasting Muslim contexts where tensions between these two forms of education have given rise to polarised discourses on the curriculum in the post...
33 citations
TL;DR: This article argued that any justification of the compulsory status of religious education must be made on the basis of reason rather than public consensus, and that the situation demands a critical religious education capable of enabling all pupils to achieve appropriate levels of religious literacy.
Abstract: Though religion continues to enjoy a global significance for humankind, any justification of the compulsory status of religious education must be made on the basis of reason rather than public consensus. We live in a pluralistic world in which contrasting world views, grounded in radically conflicting ontological assumptions, vie for our attention. This situation demands a critical religious education capable of enabling all pupils to achieve appropriate levels of religious literacy.
33 citations