Globalisation and modernisation are the buzzwords of the new millennium. They serve to sharpen the focus on the dynamic nature of political, economic and social systems and, in this book, the editor and contributors attempt to locate educational changes in a selected number of Muslim countries within the over-arching global scene. There has been considerable debate about the legitimacy of these terms and both have inspired definitions, nuances and accompanying emotions that run the whole gambit from welcoming acceptance to murderous aggressions. Terms like ancient, medieval or modern, when describing eras in the history of Europe, with the most recent one being referred to as post-modern, have been strongly debated. And, within the broad sweep of globalisation it is argued that there are identifiable stages, with many making for exclusive definitions, others inclusive.
This long-awaited second edition is an accessible, practical guide for primary teachers. It covers the teaching of religious education at the Foundation Stage, Key Stage 1 and Key Stage 2. Taking account of the changes to RE over the last decade, it maps out and considers the implications for teachers of: changes that have taken place over the last few years with regard to changing aims and objectives in the subject the legal framework the broadening understanding of the notion of religion concern for spiritual development emergence of citizenship as an additional component of the curriculum introduction of formal guidelines to the content of RE teaching Christianity and other world faiths tackling important topics and contemporary issues planning RE across the primary school planning a unit of work using different teaching approaches monitoring and assessing progress. The book is full of practical examples and will also contain a uesful resources section. In addition there will be a chapter on key religions, which will look at Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.
The book is full of practical examples and will also contain a uesful resources section. In addition there will be a chapter on key religions, which will look at Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.
Music has had an unhappy history in the lives of many Muslims. Because religion is so tightly bound up with culture it is not always clear why this should be the case. Nonetheless, music is a sensitive issue for many Muslims and this has to be understood when providing appropriate music education. Music is a compulsory part of the curriculum in the U.K., so it is essential that music teachers understand the relationship between Muslims and music. This book looks at the history and position of music in Islam. It considers music education in Muslim countries, and looks at music lessons in multiethnic classrooms in the U.K. The recommendations about how music lessons can be made more appropriate to Muslim pupils are based on the author's research and experience. She suggests ways to ensure that people are never persuaded to do anything which conflicts with their religion, while extending the opportunity for meaningful music lessons for all pupils. This book is for all principals striving to fulfill their statutory obligations to all pupils, and essential reading for music teachers in multicultural schools.
The madrasas only taught the Qur ' an , ahadith ( the reported sayings of the
Prophet ) , fiqh ( jurisprudence ) and Arabic language ; no other forms of
knowledge were considered legitimate and so were unacceptable . The object of
education ...
Issues on Malay literature, politics, culture, education, and Islamic civilization in Malaysia; volume commemorating the 100th anniversary of University of Malaya.
Dengan itu , perkembangan Islam di Malaysia lebih jelas berbanding dengan
agama - agama lain . Masyarakat Islam turut mendapat keistimewaan daripada
peruntukan tersebut . Namun , terdapat beberapa masalah yang dihadapi oleh ...
Demikian pula halnya isi pembicaraan dan cara menyatakannya , tidak dapat
lepas dari pendidikan yang dialaminya . ... pola strategi pembelajaran bahasa
santun , berdasarkan telaah lapangan dengan tetap berpegang pada Al - Qur '
an .
dasarnya dilakukan untuk kebutuhan masyarakat akan adanya ulama luas dan
dalam ilmunya serta hafal AlQuran. Kebutuhan masyarakat ini didasarkan
kepada makin jarang ulama yang hafal Al-Qur'an. Kesadaran akan adanya ...
