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Socio-Cultural Perspectives on Science Education

An International Dialogue

Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is `Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

From this perspective Qur'an and Sunnah function not so much as source of a
critique of Western modernity (though they do that, too) as the divine source of
values and principles with which an alternative way of life, in particular, an
alternative ...

Primary Steps in Religious Education for the Caribbean

Primary Steps in Religious Education for the Caribbean is a new series which introduces 7 to 11 year olds to the major world religions as well as some of the faith groups indigenous to the Caribbean, how they came to the region and how all the faiths are relevant today.

Sey الأم لأردون من Before Muhammad died in 632 CE he made a pilgrimage to
Makkah for the last time . On the Mount of Mercy he preached his greatest
sermon . “ I leave behind me two things , ” he said , “ the Qur'an and the example
of my life .

Values in Education

?What are the fundamental aims and values underlying education? ?What values should education try to promote in a world of value pluralism? ?What is morality, and should schools teach it? ?In a secular society, how should schools treat the links between morality and religion? ?How should values enter into professional education and educational leadership? This book, an updated edition of Teaching about Values, will help the reader to think about these questions and many others concerning values in education. Drawing on philosophy without assuming knowledge of the subject, it is for teachers, students of education and anyone who recognises the importance of values in education.

Kohlberg, L. 96—7, 111, 186—8, 190 Koran see Qur'an law 9, 22, 53, 67, 75, 78
—9, 81, 83, 91, 100, 121—2, 145, 155, 175, 189, 214, 216—7 divine law 26
moral law 131 leadership 210—14 liberal thinking 46, 60, 62, 65—7, 79, 88, 91, ...

Religious Education

GCSE Bitesize revision uses television, the Internet and books to help the reader improve on his or her GCSE grade. This is one in the series of booklets designed to help the reader revise in small sections and practise important examination skills. The resources can be used together or separately.

mic holy books Muslims believe that the Qur'an is the final revelation of Allah. The
Qur'an mentions three other 'revealed' books: □ Tawrah (the Torah) of Musa (
pbuh) (Moses) □ Zabur (the Psalms) of Dawud (pbuh) (David) □ lnjil (the ...

African Philosophy of Education Reconsidered

On being human

Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and ‘scientific’ African philosophy on the other. While traditional ethnophilosophy is associated with the cultural artefacts, narratives, folklore and music of Africa’s people, ‘scientific’ African philosophy is primarily concerned with the explanations, interpretations and justifications of African thought and practice along the lines of critical and transformative reasoning. These two alternative strands of African philosophy invariably impact understandings of education in different ways: education constituted by cultural action is perceived to be mutually independent from education constituted by reasoned action. Yusef Waghid argues for an African philosophy of education guided by communitarian, reasonable and culture dependent action in order to bridge the conceptual and practical divide between African ethnophilosophy and ‘scientific’ African philosophy. Unlike those who argue that African philosophy of education cannot exist because it does not invoke reason, or that reasoned African philosophy of education is just not possible, Waghid suggests an African philosophy of education constituted by reasoned, culture-dependent action. This book provides an African philosophy aimed at developing a conception of education that can contribute towards imagination, deliberation, and responsibility - actions that can help to enhance justice in educative relations, both in Africa and throughout the world. This book will be essential reading for researchers and academics in the field of the philosophy of education, especially those wanting to learn from the African tradition.

Muslims inSouthAfrica claimthat their mode of inquirydepends on their
interpretation oftheir primary sources (revealed knowledge, that is Qur'an
andProphetic life experiences). So, living a 'morally worthwhile' life woulddepend
on how ...

Education in Human Creative Existential Planning

Education is the transmission of knowledge and skill from one generation to another, and is vitally significant for the growth and unfolding of the living individual. It manifests the quintessential ability of the logos to differentiate life in self-individualization from within, and in its spread through inter-generative networks. The present collection of papers focuses on the underpinnings of the creative workings of the human strategies of reason.

The Upanishadic precept “atmanam vriddhi” is an eternal spiritual message
propagated also by Socrates in the phrase “know thyself” and by Muhammad as
ilm/marifah in the Qur'an by the words “rabby zidny ilman, by” (O my Lord!
Increase ...

Future Directions for Inclusive Teacher Education

An International Perspective

This text provides a wealth of ideas about how to support teachers through positive training approaches, by sharing the writings of some of the most influential educators in the field of teacher education for inclusion.

This text provides a wealth of ideas about how to support teachers through positive training approaches, by sharing the writings of some of the most influential educators in the field of teacher education for inclusion.

Negotiating Identity and Tradition in Single-faith Religious Education

A Case Study of Islamic Education in Finnish Schools

What kinds of process of negotiation are involved in teaching and studying Islam in a modern liberal context? How can the common aims attached to liberal religious education in contemporary European multicultural societies be pursued in single-faith education? This book contributes to the search for legitimate and successful forms of religious education by presenting results from a case study examining Islamic education in Finnish schools. Finnish Islamic education, in which students study their own religion with aims drawn from the liberal educational paradigm, offers a space for negotiating liberal educational values in an Islamic framework and negotiating Islam in its many contexts. The findings demonstrate the possibilities as well as challenges in educating for autonomy, tolerance and citizenship through religion. The book also gives insights into students' negotiations on diversity and tolerance that are important for all involved in any form of multicultural education. These negotiations bring out distinct challenges in dealing with interreligious, intrareligious and cultural differences, and demonstrate how different understandings of tolerance in different ideological frameworks can cause confusion among students. The results lead to a discussion of the educational needs of Muslim students in contemporary Western societies and the competencies their teachers need.

Students were not encouraged to construct their own beliefs but to base their
arguments on the Qur'an and Sunna. Thus, their autonomy was interpreted as the
capability of making an informed decision on whether or not to commit to religion:
 ...

Rethinking Reform in Higher Education

From Islamization to Integration of Knowledge

The Reform in Higher Education in Muslim Societies is in sum a paradigm shift in perspective driven by important considerations including the aims of education itself. It may require reforming existing disciplines, inventing new ones, as well as working in conjunction with current knowledge(s) and discourses by taking effective account of the ethical, spiritual norms of Muslim society, the guiding principles that it operates under, which in turn mark the underlying basis of its makeup and spiritual identity. Rather than creating divisions, reform of Higher Education in Muslim Societies recognizes the plurality and diversity of the modern networked world, and seeks to replace sterile and uniform approaches to knowledge with a broader and more creative understanding of reality as lived on different soils and different cultures. Moderation, balance and effective communication are paramount features of the underlying philosophy.

The Reform in Higher Education in Muslim Societies is in sum a paradigm shift in perspective driven by important considerations including the aims of education itself.