Journal articles on the topic 'Apostles' Creed - Study and teaching'

This article analyses archdiocesan and diocesan synod legislation in the four bishoprics of the Teutonic Ordensstaat in Prussia (Culm, Pomesania, Ermland and Samland) to reveal evangelisation processes in Prussia. Given the sparse nature of the sources available for studying local church history, synod legislation provides useful evidence of pastoral practice in the area. The author surveys methodological problems arising from this situation. On the basis of Rigan archdiocesan statutes and diocesan legislation from the fifteenth century for the most part the author examines the evangelisation process and the problems facing the Church in Prussia. The author examines obligations to attend Mass on Sundays and holy days. He deals with the teaching of basic prayers (the Lord’s Prayer, the Apostles’ and Nicene Creed) in Latin and the vernacular. Rules for making confession and the advice of penitentials by the parish clergy are studied. The author asks how far the requirements of synod legislation were transmitted to the laity. Bishops recommended statutes be published in the chancel of churches but it is hard to know how illiterate Prussian laymen could use them. The author asks what negative aspects of Prussian religious and social life were not eradicated during almost two centuries of Catholic instruction; how effective were the efforts of German bishops and priests at proselytising the Prussian laity? The statutes examined here suggest that even in the fifteenth century Prussians lacked proper understanding of the sacraments of baptism, marriage or the Mass. Even though ‘pagan’ practices survived in Prussia we must not underestimate the achievements of the local Church. There must be serious reconsideration of outdated scholarly claims that in the Late Middle Ages Prussia was Christian only in name and that evangelisation among the Prussian masses was out of the question.

By far the shortest of the Thirty-nine Articles of the Church of England is the third, ‘Of the going down of Christ into Hell’. In its entirety it reads: ‘As Christ died for us, and was buried, so also is it to be believed, that he went down into Hell’. One might be forgiven for thinking that the brevity of the article, together with the notable absence of polemic, indicates the doctrine’s relative unimportance amid the other great debates of the day. In fact, the descent of Christ into hell was one of the most controverted of all the creedal articles in the Reformation era. Article III is so short, not because it was a routine recital of the Apostles’ Creed, but because no further elaboration or explanation of the doctrine could command consent in the febrile climate of early Elizabethan England: disagreement over what was meant by ‘hell’, what was meant by Christ’s ‘descent’, and over the doctrine’s fundamental significance, was rife. This particular manifestation of the afterlife – be it only Christ’s afterlife, and only a temporary destination at that – is not the most obvious candidate as a theological cause célèbre of the Reformation era. But the intensity and the longevity of trie debates it fuelled make it at least an intriguing footnote to the study of the period.

Abstract In this article, there is the intersection of biblical principles into the teaching and learning of organizational behavior. It examined the crisis in the early Church, as told in the Luke account of Acts of the Apostles Chapter six, and how the leaders decided to resolve the conflict. The exegetical analysis method revealed the lessons learned from the apostolic leaders’ decision-making strategy and the power play in their leadership style. The results included the need for decision making for conflict resolution, decision and empowerment, power distance advantage, and power-sharing advantage in the early Church. The decision-making style for resolving the conflict in the Church was then recommended for contemporary church leaders, in teaching organizational leadership behavior in Christian schools, and in practice in other organizations. The study results suggest that the Bible is a rich source of data for teaching organizational behavior. Keywords: Low-power distance, conflict resolution, decision making, church, power-sharing.

The purpose of the study was to create a valid and practical learning media comic on moral subject. The type of this research was Research and Development by using the Borg & Gall development model which was consisted of 10 steps. The data analysis technique used in this study was a quantitative descriptive analysis. The instrument used to collect data on the development of the moral comic media was a questionnaire and the trial subjects in this research were media experts, material experts, teachers and the seventh-grade students of MTs (Islamic Junior High School). Based on the validation of material experts and media experts, it showed that the results of the validation of material experts with a percentage value of 81% or very feasible and the results of the validation of media experts with a percentage value of 94.2% or very feasible. The results of trial subjects on the seventh-grade teachers as an expert practitioner got a percentage value of 97% or very feasible and the results of the trial on 10 respondents got the general percentage value of 87.6% or very good. Overall, it showed that comic media was very suitable to be used as learning media. The implication of this research was the existence of comic learning media that could be used by teachers while teaching so that the choice of learning media was varied and the learning quality got better.

Story Telling has been one of the most effective methods not in teaching only, but rather it is also the best instrument for preaching and indoctrination. Preaching Islam or "Da'awah wa Al-Irshad" is a great religious obligation as it is evident from its teachings. This object in view, Quran has very vehemently emphasized on this compulsory component of Islam as to awake the Muslims to strictly abide by the Islamic teachings and persuade the non-Muslims to embrace Islam as being the best religion. Keeping in view its importance, the Holy Quran has narrated several stories of different Prophets (AS) and other nations to make people learn from the same and improve their methods of "preaching". By reading these stories the Last Prophet (SAWS) and his companions were encouraged not to be dis-appointed from the denial of the infidels/"Mushriks" of Makkah.In this article, benefiting from the verses of the Holy Quran wherein the sacrifices and extraordinary efforts of the great preceding apostles (SA) are discussed, a detailed critical review has been presented.

<p align="center"><strong> </strong>This research measured the efficacy of experiential learning model proposed in “My Pedagogic Creed” by John Dewey in the perspective of teachers in the local context of Karachi, Pakistan. Literature reported that Dewey had promoted the notion of social interaction, group learning and experiential learning as strategies of teaching in the modern system of education. A survey questionnaire was developed and classified under four sections from experiential learning perspective: Aims and Objectives, Social Context of Teaching, Pedagogy and Teacher’s Behavior; hundred and seventy-one teachers participated in this survey. Results showed no significant difference in opinion of gender related to the above mentioned four variables. However, there was a significant difference in the opinion of male and female teachers with reference to their highest qualification and work experience regarding the said four variables. This study recommended more training for teachers in Karachi related to experiential learning model to improve the current scenario.</p><p align="center"><strong>Keywords:</strong> experiential learning, social interaction, group learning, Deweyism</p>

This study describes full day school in the perspective of the Koran (study of Surah Rahman and Al-Jumu'ah). This research uses library research with analytical study methods. Analytical studies used are content analytical and analytical descriptions of full day school policies. Educational success lies in the curriculum applied. The curriculum must be relevant to the needs of students and parental guidance. One indication that education in a school is successful is what is given to students as desired by the community or parents of students. If discussing the world of education today, certainly can not be separated with the term full day school. The Results of the Linkage of Surat Ar-Rahman and Surat Al-Jumu'ah with education, namely: An educator or teacher must prepare himself with the nature of rahman, which is to have compassion for all students or students indiscriminately, both for students who are smart, stupid , diligent, lazy, good or naughty, before the teacher is in front of students. The teacher must first prepare in terms of mastering, understanding the material that will be delivered to students, a teacher whatever the material he teaches should direct his students to become knowledgeable, civilized and dignified human beings that lead to devotion to the Almighty, a teacher whatever the lessons delivered , make it clear, to the point that a student truly understands. Do not let a student not really understand the material taught has moved to another material, With the sending of the apostle by Allah for mankind, aims to provide scientific education from the book and perfecting the morals and creeds, Education, teaching, and skills are forms of forms to develop the potential in oneself which is part of the task of an educator.

Church growth is an important study in church history. The Bible has important principles in church growth, therefore these principles need to be analyzed so that they can contribute to the study of church growth. The Acts of the Apostles is a book that has a history and principles of church growth, therefore the author conducted research on church growth based on Acts 2: 1-47. The author uses a qualitative approach to literature study to find the principles of church growth based on Acts 2: 1-47. The results showed that there were three principles for the growth of the early church. The first principle based on the fourth verse is to depend on the Holy Spirit, the second principle based on verses 14-36, 42 is to preach the Word of God, the third principle based on verses 42-46 is to live in fellowship. For the growth of the church today the church must depend on the power of the Holy Spirit, teaching based on the word of God, and the church lives in fellowship.

Subject area Market development; market analysis; customer incentive programmes and segmentation. Study level/applicability Undergraduate Business and Management, MBA/MA Management. Case overview The Singapore subsidiary of AHL Insurance Corporation (AHL) was trying to expand its customer base through a “recommend-a-friend” programme. Ideally, the incentives would encourage the top tier customers to refer more friends to help AHL further penetrate the market and expand its customer base. Instead, the programme worked the reverse on these customers and referrals from “Apostles” fell. Ray Stevenson had to find out why this was so and think of a way to rectify the problem. Expected learning outcomes This case will enable students to analyse a business decision which ultimately proved unsuccessful to the point of adverse market reaction. Students will examine the reasons for this poor market perception; conduct analysis of field test data and provide managerial conclusions and recommendations identifying the correct course of action. Supplementary materials Teaching notes.

The family is considered as the nucleus of human societies. Interest in them and preserving its adherence together is preserving the adherence to together of the society. It is true that the adherence together of the family starts from its inside, but it is connected with many systems that support it and make it able to face the change which occur in human life. From here the teaching and educational system forms the most important of these systems in reinforcing security in general and family security in particular. Teaching is based in its formation on three basic axes: the teacher, the teaching curricula and the student. From here this research comes to uncover the role of the Palestinian teaching curricula in reinforcing family security, and this is through clarifying the relationship of the direct and indirect school curricula in raising the awareness which is connected with preserving an integrated and stable family, which is able to face the requirements of life under globalization and openness on the world on the one hand, and facing the attempts of Occupation which aim to control the Palestinian society through controlling the family. The interest by the teaching curriculum means providing teaching materials which preserve the family on the levels of security, the creed, thought and ethics. All of this prevents all that which penetrates into the family and contributes in its disassembling and its collapse. It is no doubt that the teaching curricula remain the hostage of the books without the availability of teaching staffs who have the ability to transform the theoretical subjects into a life behavior through evaluating the reality , and helping in spreading the culture can contributes in holding the family together, and that the position of the teacher is not restricted to delivering the teaching subject, but rather it goes beyond it to evaluating and evaluating its role in influencing the social life which is connected with the students. This study comes to know the role of the Palestinian curricula in reinforcing the family security from the point of view of teachers of the secondary stage of education

The family is considered as the nucleus of human societies. Interest in them and preserving its adherence together is preserving the adherence to together of the society. It is true that the adherence together of the family starts from its inside, but it is connected with many systems that support it and make it able to face the change which occur in human life. From here the teaching and educational system forms the most important of these systems in reinforcing security in general and family security in particular. Teaching is based in its formation on three basic axes: the teacher, the teaching curricula and the student. From here this research comes to uncover the role of the Palestinian teaching curricula in reinforcing family security, and this is through clarifying the relationship of the direct and indirect school curricula in raising the awareness which is connected with preserving an integrated and stable family, which is able to face the requirements of life under globalization and openness on the world on the one hand, and facing the attempts of Occupation which aim to control the Palestinian society through controlling the family. The interest by the teaching curriculum means providing teaching materials which preserve the family on the levels of security, the creed, thought and ethics. All of this prevents all that which penetrates into the family and contributes in its disassembling and its collapse. It is no doubt that the teaching curricula remain the hostage of the books without the availability of teaching staffs who have the ability to transform the theoretical subjects into a life behavior through evaluating the reality , and helping in spreading the culture can contributes in holding the family together, and that the position of the teacher is not restricted to delivering the teaching subject, but rather it goes beyond it to evaluating and evaluating its role in influencing the social life which is connected with the students. This study comes to know the role of the Palestinian curricula in reinforcing the family security from the point of view of teachers of the secondary stage of education

Multiple Intelligences and spiritual, emotional and intellectual intelligence in the study of Islamic education philosophy are called Imaniyah, Amaliyah and Fikriyah intelligence. This term the author (researcher) concludes from Islamic history about the intelligence of the servants of the Shari'a bearers (the Prophets and the Apostles), the intelligence of the companions of the Prophet and the Messenger of Allah and the intelligence of the ulama (mujtahid fiqh). In Surah Luqman verses 12-19, it contains the subjects of Faith, Aqeedah, Tawheed is Ottoman intelligence. Thanks to Allah Almighty, Prayers, Devotion to Parents is Amaliyah's intelligence. Responsible, Tolerance, Patience, Tawaduk, Amar Ma'ruf, Nahi Mungkar, Ta'at Ibadah are Intellectual intelligence. In accordance with their nature, even though early childhood children are required to receive comprehensive teaching on multiple intelligences because early childhood is naturally fit, therefore parents as teachers must first express that intelligence to their children. In order to wake up and be aware of the potential of our human beings as a servant of Allah SWT. Because early childhood is a golden age for children for the revival of the soul of the afterlife world.

This study aims to analyze the application of the storytelling method in fostering students' religious behavior and the factors supporting and inhibiting the application of storytelling in fostering students' religious behavior. The research method used is descriptive qualitative. Methods of data collection using observation, interviews, and documentation studies. Research informants in this case are teachers of Islamic Religious Education and students of SD YP Indra Palembang. Data analysis through the stages of data reduction, data presentation, and drawing conclusions. The results of the research are the application of the storytelling method embodied in Islamic stories such as the stories of the Prophets and Apostles, friends, scholars, and pious people both sourced from the Qur'an, Hadith, or the books of the scholars. Its implementation is carried out through the stages of planning, implementation, and evaluation. The application of the method as well as in the context of inculcating the values ​​of faith, worship, morals, psychology. The inhibiting factor is the lack of learning media, lack of teaching skills. The supporting factor is the existence of school policies to make the presentation of subject matter easier and more enjoyable.

The success of a teacher in teaching is not only determined by learning strategies and methods. The most supportive success thing or failure of the learning process is a lot of determined by students' emotions. The teacher is one who determines and leads the learner's emotions towards positive so that they have to accept learning already. Then, the learning process is considered successful to lead students in achieving learning objectives, we need an effective way of learning. One effective way is to use MURDER, MURDER is an abbreviation of Mood, Understand, Recall, Digest, Expand, and Review. The purpose of this study was to determine the Effect of Learning Implementation of MURDER (Mood, Understand, Recall, Digest, Expand, Review) Against Student Mastery in Moral Aqeedah in Tsanawiyah Tsanawiyah PPTH Tembilahan Madrasah. This research is field research (field research), using a quantitative approach. The subjects in this study were the teachers of the moral creed and students in the Tsanawiyah PPTH Madrasah Tembilahan, Tembilahan District, Indragiri Hilir Regency. The results of the study, obtained from the implementation of the MURDER learning, the results that t_o is greater than t table or 2.110 <8.37> 2.898 then the null hypothesis proposed is rejected, meaning that there is a significant influence of MURDER learning (Mood, Understand, Recall, Digest, Expand, Review) on the mastery of students in learning

The increasing number of crimes that have occurred has caused Rumah Tahanan Negara to carry out coaching activities for prisoners, especially in nonformal education. Islamic religious education is not only carried out in school institutions in Rumah Tahanan Negara education for prisoners has also been implemented, which aims to change attitudes and behavior, especially for female prisoners. This research uses a descriptive qualitative method. The data collection technique was carried out by interview, observation, and documentation, while the data analysis method used data reduction, data presentation, and verification, and conclusion. The purpose of this study was to analyze the management, material, supporting, and inhibiting factors of nonformal Islamic education for female prisoners in Rumah Tahanan Negara Klas II B Tanjung Pura Langkat. The results showed that nonformal Islamic education consisted of fostering personality and independence, eradicating literacy in the Koran, group dynamics and leadership, introduction to Islamic religious knowledge, the Islamic creed, jurisprudence, morals, and the history of Islamic culture. The supporting factors are the cooperation of various parties, the attitude of the prisoners, facilities, and the majority of Muslim women. Inhibiting factors are the lack of budget for Rumah Tahanan Negara, teaching staff, and the schedule of Islamic education.

The background of this study was more specifically related to the contextual approach: linking science with daily life, which could help improve students’ understanding on aqidah/creed materials, their ability to think, and their learning experiences. Thus, the students could implement them in real life. The study conducted in Class X of MAN Model Banda Aceh, aimed at investigating the implementation of the contextual approach, the application of the contextual approach which could increase the understanding of the Aqidah concept, and the understanding of Aqidah concept of the students taught using the contextual approach and the conventional approach. The research employed quantitative descriptive with quasi experimental method. Data were collected by essay pretest and essay posttest, teachers’ and students’ observation, and documentation. The research findings showed that the implementation of the contextual approach on aqidah learning covered the scope of Aqidah Islam and sub-materials such as the definitions, and the principles of aqidah. The learning method of aqidah included using seven components of the contextual approach: constructivism, inquiry, modeling, frequently asked questions, group learning, modeling, and real judgment. The teaching and learning activities were carried out through discussions in accordance with the lesson plans. Further, the observation analysis of the teachers’ ability level (TKG) showed that the descriptive statistics of the teaching activity was 4.51≤TKG t1-α or 15.38> 1.6923, making Ho rejected and Ha accepted. It can be meant that the students’ posttest was better that the pretest. Moreover, the learning outcomes of the aqidah learning of the students of Class X IPA 2 and Class X IPA 5 reflected that those taught with the contextual outperformed those with the conventional learning, as shown here based on the significance level α = 0.05 and degree of freedom (df) = 66. The ttable obtained was t_(0,975)(66) = 1.997 so that tcount < ttable (0.59 µ2 was accepted.

Grundtvig and Liturgical ExegesisBy Christian ThodbergLiturgical exegesis is defined as the way in which the Church re-actualised the words and deeds of Jesus in the service of worship in trying to answer the need of the congregation for being simultaneous with the biblical events. In the Western Church this liturgical exegesis received an emphatic exposition in connection with the old series of pericopes in the roman mass and in most of protestant churches as well.Many modem preachers do not like the old lectionary because it is crammed with the stories of Jesus’ miracles which - as they say - have no relevance to churchgoers of today. Grundtvig, however, always met those stories with pleasure, because in his opinion, they dealt with Jesus’ strong deeds in the worship today in baptism and communion. And essentially the biblical readings are worked out on the Sundays before and after the old baptismal terms, either at Easter time, or on the sixth of January, or at Whitsun. Thus baptism is defined in three ways by the three old baptismal terms: on January sixth as a birth with Christ, at Easter as death and resurrection with Christ and at Pentecost as the reception of the gift of the Holy Spirit.The Western system of gospel readings in general survived the Reformation, but in the course of the seventeenth and eighteenth centuries the account of Christ’s acts of power came under critical scrutiny. They were understood as magical elements, which obscured the character of the bible as the teaching of Christianity. Parallel with this, in the context of the liturgy, the renunciation and the naming of the Devil and the word Hell was removed from the Apostles’ Creed in the baptismal rite and the Annunciation, the Resurrection and the Ascension were understood as images.As an old-fashioned believer, Grundtvig protested against all this. Christianity depended on Christ’s works of power. But despite his faith that the bible was literally God’s word, his problem was this: When and how did God’s word and Christ’s deeds of power touch him personally? Theologically, the question about the presence of God was a problem for Grundtvig throughout his life. In simple terms: Where does God speak to mel Grundtvig’s problem was solved by his famous »unparalleled discovery«, which became the hermeneutic key to his sermons. The thesis of liturgical history scholarship is that liturgical exegesis has its place already in the New Testament, and that the secondary epistles of St. Paul in connection (Ephesians, Colossians) can be rehabilitated, since they give us the key to the understanding of Jesus’ miracles in relations to baptism. In the end it points to Grundtvig’s persistent attempt to find the place where God speaks to him, where he intuitively rediscovers the early church’s understanding of the connection between Jesus’ works of power and baptism, and which thus becomes a contemporary challenge to New Testament scholarship and preaching today.

N. F. S. Grundtvigs “Studier til en bibelsk Rimkrønike” (1828) set i lyset af hans samtidige kristeligt pædagogiske tanker[N. F. S. Grundtvig’s “Studies for a Biblical Rhymed Chronicle” (1828) viewed in the light of his contemporaneous Christian-pedagogical thinking]By Else RiisagerGrundtvig was engaged in communicating biblical and ecclesiasticalhistorical material in the form of hymns and songs which primarily appealed to children, young people and layfolk for practically the whole of his productive life. “Studies for a Biblical Rhymed Chronicle” from 1828 (Theologisk Maanedsskrift XIII, 145-181), which contains material from protohistory, is Grundtvig’s first attempt at a systematic publication of biblical-historical poetry. In the preface he expresses his aspiration to write biblical rhymed chronicles for children for use in schools. In his collected edition of the genre, Sang-Værk til Den Danske Kirke-Skole (1870; GSV II), the poetry from “Studies” is included as numbers 1, 2, 6, 7 and 8. The present article examines Grundtvig’s Christian-pedagogical thinking as regards the target audience at the time of publication and compares this thinking with his practice in “Studies” through a detailed analysis of Kain pløied rask i Vaar (GSV II, 6) and a more thematic presentation of the other poems.Examination of the prefaces of Grundtvig’s contemporary pedagogical publications reveals that the main purpose of the poems is Christological preaching based on the Apostles’ Creed. In practice the poems in “Studies” are Christian preaching, but not specifically Christological preaching. There is, however, nothing in the poems that speaks against a Christological context and there are numerous traits that address a Lutheran universe. Where the Christological preaching relating to the rendering of the Old Testament material is only implied, this is out of respect for the informative purpose.With regard to the genre of the poems, around 1828 Grundtvig’s preferred idea was to create biblical history in verse within the Christian pedagogical area, with genre-related traits from the medieval text, Den danske Rimkrønike. Verse is easier to read, learn and remember than prose; and by writing narratives about persons and events in verse, Grundtvig aspires to communicate the biblical material easily, vividly and animatedly. The intention of the poems is that they should be used as material for Christian teaching of Christian children at home and in connection with confirmation training. In practice, GSV II 6 and 7 are addressed to children and their parents and teachers, while GSV II 1, 2 and 8 have young persons as their primary intended recipients.Grundtvig was dissatisfied with the poems in “Studies” - not because of any deviation from his original intentions but rather because, in the event, the pedagogical intentions are not achieved. GSV II 1,2, and 8 are long and difficult to understand for the target audience. The poems are in all probability not lively enough to persuade children to listen to them, or – as Grundtvig himself phrases it - to persuade even himself that they are worth memorising.At this stage the genre of the individual items is neither hymn nor song, but rhymed biblical chronicle. “Studies for a Biblical Rhymed Chronicle” is a first attempt to start compiling a textbook in versified biblical history for Christian children, young persons and parents

The source base for the study on the Gnostic missionary activity in general is rather scarce, nonetheless in the case of the Valentinians, one of the major bran­ches of ancient Christian gnosticism, the main characteristics of the their mission could be given with some certainty. First of all the Valentinians run the mission directed to other Christians. It was conducted by means of public teaching during the open gatherings of the Valentinian communities. The more interested were then taken aside and provided with more specific instructions. The written texts, such as letters or introductory treatises, were also in use. Valentinian mission had probably mostly educational character, because there is no source evidence for Valentinian efforts to gain new members for their own church communities. The main goal was to bring the spiritual enlightenment, divine knowledge, to brothers who did not yet received it. Of course such an enlightened Christian presumably in greater part joined the Valentinian community, however the sources do not con­firm, that it was either demanded or recommended. The mission to the Pagans is not so well testified. The Valentinian texts from Nag Hammadi Codices, such as Tractatus Tripartitus and Letter to Rheginus prove that there were some converts from among the Pagans, but probably not numerous and not eagerly sought. Only the former text mentions some kind of apostles of good message, who might be recognized as those who preach to non-Christians. We do not know however, if they spread the basics of Christianity or at once its deeper Gnostic meaning.

Worldwide, higher education is considered as a driver of economic, social and the political changes driving global knowledge (Ngoma, Ntale & Abaho 2017). Besides the increase access to education, the quality of graduate reflected by their academic performance is worrying (Ridzuan, Yunus, Abdullah, Bakar, Azlan & Ramlan 2018). Paloș, Maricuţoiu and Coste (2019), noticed that a large number of enrolled student graduates with poor grades or fail to graduate. In an attempt to retain and capture market share with the increase in study options, higher education all over the world are constantly struggling to provide a distinctive learning experience necessary to improve their students' performance (McGillicuddy & McGloin 2018). Considering the increasingly competitive and dynamic education environment, higher education can no longer ignore the needs and factors required to enhance student performance. Poor student performance in higher education institution has been a major source of concern for decision makers in the educational sector. Lai (2015), posits that the poor student performance can be attributed to the student-related factors such as attendance classes, score in high school, competence in quantitative subject and preparation to exam or tests. Moreover, Glew, Ramjan, Salas, Raper Creed and Salamonson (2019) state that poor attitude to the subject, lack of innovative teaching techniques, inadequate materials and inadequate funding to support the students negatively impact the performance of student. In addition, most prior research on performance has been done at high school or colleges, rather than at university level (Organisation for Economic Co-operation and Development (OECD) 2017). While, studies on student performance in developed countries are well documented, little attention has been dedicated in less developed countries such as South Africa (Ngoma et al., 2017). Given the difference between culture in developed and less developed counties, this study focused on investigating the antecedents of student performance in South Africa. Keywords: Student royalty, student satisfaction, student motivation, student performance

AbstractPreaching and teaching sound doctrine based on Christocentric doctrine is of utmost importance to Christian belief, as it is the cornerstone of the New Testament, the Holy Trinity (the Father, the Son , and the Holy Spirit), and the Apostles. So we will not do less as Christians. The purpose of a sermon is to bring about holy transformation through the Word of God in the life of the listener. The preachers need to help the audience put the Word into their lives. With respect to this, Bryan Chapell notes that “without application, a preacher has no reason to preach.” Thus he proposed five questions for the application for Christocentric doctrinal preaching, which should first be addressed to the preachers themselves. Through these questions, preachers can help to change the life of congregation by applying Christocentric doctrinal preaching. Furthermore, evidence of transformation within believers is seen in the way that the likeness and glory of Christ is increasingly reflected (2 Corinthians 3:18). The apostle Paul said, “You, however, are controlled not by the sinful nature but by the Spirit, if the Spirit of God lives in you. And if anyone does not have the Spirit of Christ, he does not belong to Christ” (Romans 8:9). Believers must be led by the Spirit of God to be considered as children of God. And it is by the power of the Spirit of God that Christ is living within them. The life transformed reflects Apostle Paul's thoughts in Galatians: “I have been crucified with Christ and I no longer live, but Christ lives in me. The life I live in the body, I live by faith in the Son of God, who loved me and gave himself for me” (Galatians 2:20). Conversely, if the church leaders ignore Christocentric doctrinal preaching and the application of the Word of God in the church members’ lives, then the transformation of the believers’ lives will be thwarted. This study uses descriptive and phenomenological analysis of the data collected to find out why there is no change in some christians life-style and values. The results of this analysis will give impetus to revitalise the church to have a healthy theology for a healthy church of transformed lives in Christ Jesus.AbstrakBerkhotbah dan mengajar doktrin yang sehat berdasarkan dokrin Kristosentrik adalah terpenting dalam kepercayaan Kristen karena itulah penegasan Perjanjian Baru, Allah Trinitas (Allah Bapa, Allah Anak dan Allah Roh Kudus) dan Rasul-Rasul. Karena itu, seorang Kristen harus juga berbuat demikian. Tujuan dari khotbah ialah transformasi hidup melalui pendengaran Firman Allah. Pengkhotbah harus membantu jemaat mengapplikasikan Firman Allah dalam hidup mereka. Bryan Chapell menyatakan, “Tanpa aplikasi, seseorang pengkhotbah itu langsung tidak punya alasan untuk berkhotbah”. Dengan itu, ia menyarankan lima hal untuk penerapan atau applikasi kepada pengkhotbah terlebih dahulu. Melalui pertanyaan ini, pengkhotbah bisa membantu kehidupan jemaat untuk diubah dengan penerapan Fiman Allah berbasiskan doktrin Kristosentrik. Selain itu, bukti transformasi dalam hidup seseorang Kristen dilihat bagaimana seseorang itu kian mencerminkan gambar dan kemuliaan Kristus (2 Korintus 3:18). Rasul Paulus menyatakan, “Tetapi kamu tidak hidup dalam daging, melainkan dalam Roh, jika memang Roh Allah diam di dalam kamu. Tetapi jika orang tidak memiliki Roh Kristus, ia bukan milik Kristus” (Roma 8:9). Untuk dianggap sebagai anak-anak Tuhan,orang percaya harus dipimpin oleh Roh Allah. Dan melalui kuasa Roh Kudus, Kristus diam di dalam mereka. Hidup transformasi mencerminkan pemikiran Rasul Paulus dalam Galatia : “Namun aku hidup, tetapi bukan lagi aku sendiri yang hidup, melainkan Kristus yang hidup di dalam aku. Dan hidupku yang kuhidup sekarang di dalam daging, adalah hidup oleh iman dalam Anak Allah yang telah mengasihi aku dan menyerahkan diri-Nya untuk aku.” (Galatia 2:20). Sebaliknya, jika pemimpin gereja mengabaikan khotbah doktrin Kristosentrik dan applikasi Firman Allah dalam kehidupan jemaat, maka transformasi kehidupan jemaat akan digagalkan. Penelitian ini menggunakan kaedah deskriptif dan fenomenologi analisis atas data-data yang dikumpulkan untuk menemukan jawapan mengapa kehidupan dan cara hidup banyak jemaat tidak berubah. Hasil analisa ini akan memberi dorongan kepada gereja untuk memperoleh teologi yang sehat untuk membangun gereja yang sehat yang hidup dalam Kristus Yesus.

Morals in presenting subject matter are sometimes monotonous. Teachers are more likely to use the lecture method in learning, thereby making students bored. Therefore, researchers chose one cooperative learning model, namely the Mind Mapping learning model to improve student learning outcomes. This model uses a grouping system consisting of 2-5 people, which in the implementation stage includes the discussion stage, thinking together to express ideas from the problem concept given by the teacher, asking questions, and answering questions. This study aims to determine the increase in learning outcomes in the subjects of Islamic Morals through the Mind Mapping learning model. This type of research is Classroom Action Research conducted in 2 cycles, namely Cycle I conducted 2 meetings and Cycle II 2 meetings. The subjects of this study were students of Class VII MTs Az-Zikra, Sorong City in the odd semester of the 2016-2017 academic year of 21 students. The object of research is student learning outcomes which are divided into three domains, namely cognitive, affective and psychomotor. Data collection techniques used were observation and tests. The collected data were analyzed both qualitative and quantitative data. Qualitative data is data in the form of a sentence that gives a description of student expressions, the level of understanding of a subject, the learning process takes place and the like. While quantitative data uses descriptive statistical analysis with the application of SPSS 16.0, for example, finding an average value. The results of research based on the cognitive domain showed that there was an increase in the learning outcomes of the moral creed ie from the average value of student learning outcomes in Cycle I was 67.43 (low category) and in Cycle II amounted to 74.52 (low category) but there was an increase in the Cycle I. In Cycle I the number of students who finished as many as 9 people (42.85%), while in Cycle II it increased to 15 people (71.42%), and students who completed had reached 71.42% exceeding the expected target ie 65%. The affective domain looks changes after the teaching and learning process, both from the attitudes, behavior, interests, emotions, motivation, cooperation and coordination of each student which is done through direct observation and interaction. The psychomotor domain is seen from the results of observations or activities of students obtained during the learning process, such as asking questions, answering, responding, dare to submit opinions and draw conclusions from the material that has been submitted. Based on these results it can be concluded that there is an increase in learning outcomes of moral subjects in Sorong City Az-Zikra Class VII students after learning by using Mind Mapping Learning Model.

Grundtvig as a Contextual TheologianBy Anders HolmbergA comparison between Swedish and Danish theology and church life makes it clear that Grundtvig has affected Denmark in a way that has no immediate parallel in Sweden. The point of departure for Holmberg’s study is the assumption that this is due to the unique concord between Grundtvig’s theology and the Danish society in the 19th century. This concord is illustrated by the inclusion of the concept of »contextual theology« which has played an importantrole in the Swedish theological scholarship of recent years, owing to the Anglo-Saxon influence on Swedish theology. The concept of contextual theology is explained on the basis of the American theologian Stephen B. Bevans’s discussion of the concept. With this approach Holmberg wants to throw light on Grundtvig’s theological method rather than his final result. Thus, the goal is to be able to answer the question whether Grundtvig’s theology can be described as a contextual theology. For this purpose, one of Grundtvig’s principal works, Den christelige B.rnel.rdom (Elemental Christian Teaching) is used.In his account of contextual theology Bevans distinguishes between five different methods, all of them serving to illuminate the relationship between Christian faith and the surrounding contemporary culture. The terms he uses for these methods are 1) the translation model, 2) the anthropological model, 3) the practise model, 4) the synthesis model, and 5) the transcendental model.Holmberg believes that elements of Grundtvig’s theology can be elucidated on the basis of all five methods, but concludes that especially the anthropological and the transcendental models harmonize with Grundtvig’s theology.The anthropological model assumes that the revelation of God takes place spontaneously in culture. It is not possible to distinguish between the Christian identity and culture since faith finds its true expression in man’s own language and culture. This is reminiscent of Grundtvig’s ideas about Christianity and folk culture, even though, with his emphasis on the Apostolic Creed as the foundation of Christianity, Grundtvig defines the identity of the Christian faith with greater precision than is the case with the anthropological model. Compared with that model, Grundtvig is also more firmly attached to the Christian tradition than to contemporary culture. The fact that Danish culture was completely saturated with Christian faith at the time of Grundtvig finds expression in his ideas about the interaction of Christianity and folk culture. This is in keeping with the anthropological model.The transcendental model operates with an individual believer as its starting- point, since it explains how this individual’s religious experience is expressed authentically through actual cultural conditions. In continuation of Svend Bjerg’s research, Holmberg maintains that Grundtvig’s theology is based precisely on the experiences of his own life, and that consequently his theology has since been able to lead to similar life experiences.On the background of his analyses Holmberg concludes that it is possible to regard Grundtvig as a contextual theologian. Continuing this line of thought, he points out that it is difficult in our time to make direct use of Grundtvig’s theological thinking in an attempt to formulate the Christian faith in a present-day Nordic context. It is, however, quite possible to learn from Grundtvig’s working method.

Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.

Was Grundtvig’s New Discovery in 1832 A Tragic Event?By Bent ChristensenThe title of this lecture for the Degree of Divinity has been given its provocative wording by the Faculty of Theology at the University of Copenhagen. In his thesis for the Degree of Divinity, published in 1987 and reviewed in Grundtvig Studies in 1988, Bent Christensen has described and evaluated Grundtvig’s attitude in the field of church policy over the years from 1824 to 1832, a critical period of time for himself, in such a way as to give the reader the impression that the writer regards the attitude taken by Grundtvig in the comprehensive Introduction to his ’’Norse Mythology”, 1832, towards the thoughtful people of his time, as a step backward compared to the attitude taken by Grundtvig in his great autobiographical poem, "New Year’s Morning", 1824, and in the preface to it. In this preface Grundtvig wrote that the goal which God "surely wants to be achieved" is "the revival of the heroic spirit of the North to Christian deeds in a direction suited to the needs and conditions of the time."In a book "The Land of the Living 1984", a series of lectures held in the 200th anniversary of Grundtvig’s birth, Professor Aage Henriksen proposed the view that the poem "New Year’s Morning” is the crowning achievement in Grundtvig’s writings. However, already in 1963 Dr. Kaj Thaning had advanced the idea that the Introduction to "Norse Mythology", 1832, was a decisive turningpoint in Grundtvig’s literary career since, from 1832 onwards, human life and the human world acquired an entirely different position and importance in his understanding of Christianity than was the case before that crucial year. Bent Christensen is inspired by both these writers, but adopts a critical attitude to Kaj Thaning.In part 1 of his lecture Bent Christensen describes the entire progress of his Grundtvig studies and the problem he has posed: What is it really that the Introduction has which was not already present in the inspiration behind the poem "New Year's Morning’? In the answer to this question he particularly emphasizes the sermons from 1823 to 1824, which are influenced by Irenaeus, and which are imbued with the thought that man was created in God’s image and has preserved this image of God also after the Fall. According to Bent Christensen they represent "a Grundtvig who is at least as good as the Grundtvig we got".Next he asks "if the ’Grundtvig of 1832* is in any way better than the ’Grundtvig of 1824’"? - Before he answers this question he presents a survey of the development from 1824 to 1832. He agrees with Thaning that "the deeds came to nothing". There was a general atmosphere of stagnation, but in the meantime the situation in the Church came to a head: members of a so-called "godly assembly" in Funen were positively persecuted. And at the University of Copenhagen the popular Professor H.N. Clausen propagated his "Protestant Christianity", diluted beyond recognition. In opposition to this, Grundtvig pointed to "the real Jesus Christ’s Church on Earth" and published his "The Rejoinder of the Church" against Professor Clausen’s latest book. "This was where the tragedy began. For instead of entering into an ecclesiastical discussion, Professor Clausen brought an action for libel against Grundtvig!" According to Bent Christensen the full extent of the tragedy was that the country had a state church which everybody had to be a member of, and which was bound to Lutheran Christianity, but in reality it also had a clergy whose leading circles represented a rationalism and idealism, which was completely at variance with Christianity. This was the situation which Grundtvig described as "the legal Hell", Bent Christensen says. He describes Grundtvig’s writings on church policy in this situation as a development consisting of 3 phases:1. The time from the discovery of the Apostles’ Creed in July 1825 and the Rejoinder in September 1825 until his resignation from office in May 1826. At this time Grundtvig thought that the anomaly could be redressed once it was clearly pointed out.2. The time from September 1826, shortly before the sentence was pronounced, until winter 1830/1831, when Grundtvig presented various proposals for church organization with a Christian state church, while those who did not want to join such a church could leave it in complete freedom of religion.3. The time from April 1831 when Grundtvig declared himself willing to be in charge of the organization of a free-congregation church, thus agreeing to the ’’amicable settlement” which, towards the end of February 1832, led to his permission to function as a free evensong preacher in Frederick’s Church.During the time up to this "amicable settlement”, Grundtvig had worked his way through the numerous drafts for the Introduction to his new ”Norse Mythology”, and in the process, according to Bent Christensen, ’’had managed to construct an entirely new model of church policy”, characterized by peaceful coexistence and competition between the real Christians and those Grundtvig called the "Naturalists”, "within the framework of what Grundtvig continues to term a ’’church”, but what is in reality a common, public religious service system". In the same year he drafted his proposal for "sogneb.ndsl.sning" i.e. abolition of the obligation to use the vicar in the parish where one is a resident, for all church ministrations.According to Kaj Thaning, Grundtvig had now finally "found himself, having learnt to distinguish rightly between what is "human” and what is "Christian”, so he could now call off the ecclesiastical controversy and instead throw himself into a cheerful effort to turn his new view of life to practical use”. ”In my opinion, I have invalidated this evaluation," Bent Christensen says. Grundtvig’s concept of Christianity was optimistic already in 1824, as was the factual distinction between the intrinsic value of life and the salient feature which is Christian salvation. The question now is what it was that Grundtvig managed to free himself from in the years 1831 to 1832. Bent Christensen’s thesis is that he 1) managed to free himself from the ecclesiastical controversy that he could not win, and 2) from the feeling of obligation to be in charge of an illegal organization of free-congregation churches which would isolate him from ordinary public and cultural life.In the context of church policy, Bent Christensen describes what happened with the Introduction to "Norse Mythology" as an emergency solution. - But is this the same, then, as "a tragic event”? - No, he answers. The tragedy was that Grundtvig’s dream from ’’New Year’s Morning” did not come true, but was on the contrary followed by the nightmare of the libel lawsuit and the church controversy. ”But there is another tragedy which we suffer from even today – namely the failure of influential circles to properly understand what it was Grundtvig found himself obliged to do in 1832, so that it has almost come to be regarded as the only right way to practise church organization! In that perspective what happened in 1832 may be seen as a tragic event, Bent Christensen claims in the conclusion of part 1 of his lecture.Part 2 of the lecture is a discussion of key passages in the two main texts, "New Year’s Morning” and the Introduction to ”Norse Mythology”. The intention is to show that the fundamental ideas in the Introduction (and in The Rejoinder of the Church) have been anticipated in the great poem from 1824: ’’Indeed, themythical-biographical descent of this poem through Danish history to the Land of the Living ... stands out as a great "a human being first!'"What the Introduction has ... to a fuller extent and in a clearer form than ’’New Year’s Morning" is the fully developed view of evolution and explanation and the scientific programme connected with it. Thus the Introduction provides a unique contribution to the understanding of what it means that the world exists, and that we exist in it as human beings!”In the concluding part 3 of his lecture, Bent Christensen poses the question "whether what happened in 1831/32 really and truly meant that Grundtvig gained himself, or whether it meant that he lost at least part of himself’. Like Aage Henriksen, Bent Christensen considers "New Year’s Morning" to be a culmination in Grundtvig’s writings, and incidentally the point from which Grundtvig’s comprehensive influence on the Danish people stems, and he sees the Introduction as a point, from where Grundtvig moves on by leaving something behind. Aage Henriksen blames Grundtvig that from being a personal poet he changed into a reformer. Bent Christensen asks instead "from the point of view of the church - whether it was after all the right programme with which Grundtvig attempted to save his dream that had been crushed by the outside world."The alternative he mentions is that Grundtvig could have left the Church with whoever wanted to follow him, and could have worked with unflagging solidarity on this basis for the public life of the people as well as for "universalhistorical scholarship". At least he did not have to make quite so much good fortune of necessity - with the tragic consequences for the Danish Lutheran Christian congregation’s self-conception that it has to this day.He concludes by emphasizing a passage towards the end of Grundtvig’s book, "Elemental Christian Teaching" (Den Christelige B.rnel.rdom), where Grundtvig imagines the situation that church and state were completely separated. In that case the Christians would have to establish their own educational institution for clergymen. But this would have to be a "Christian high school", i.e. a whole university. Bent Christensen finds there is good reason to turn one’s attention to this thought from 1861 - as well as to Grundtvig’s dream from 1824, when one seeks inspiration in Grundtvig.

The Son of the Widow from Nain.By Kaj ThaningThis article intends to elucidate the distinctions that Grundtvig made in his world of ideas in the course of the years from 1824 to 1834, first between spirit and letter, church and church-school (1826-1830), and then between natural life and Christian life (in 1832). In His "Literary Testament" (1827), Grundtvig himself admits that there was a "Chaos" in his writings, due to the youthful fervour that pervaded his literary works and his sermons in the years 1822-1824. But not until 1832 does he acknowledge that "when I speak or write as a citizen, or a bard, or a scholar, it is not the time nor the place to either preach or confess, so when I have done so, it was a mistake which can only be excused with the all too familiar disorder pertaining to our church, our civic life, and our scholarship...", as it says in a passage omitted from the manuscript for "Norse Mythology”, 1832. (The passage is printed in its entirety in ”A Human first...”, p. 259f.)The point of departure for Thaning’s article is a sermon on the Son of the Widow from Nain, delivered in 1834, which the editor, Christian Thodberg also found "singularly personal”, since Grundtvig keeps using the pronoun ”1”. In this sermon Grundtvig says that those who have heard him preaching on this text before, would remember that he regarded the mourning widow as ”an image of the same broken heart at all times”, and her comforter, Jesus, not only as a great prophet in Israel, but ”as the living Being who sees us and is with us always until the end of the world”. Thodberg is of the opinion that Grundtvig refers to his sermon from 1823. Thaning, however, thinks that the reference is to the sermon from 1824. But Grundtvig adds that one may now rightly ask him whether he ’’still regards the gospel for the day with the same eyes, the same hope and fear as before.” He wants to discuss this, among other things ’’because the best thing we can do when we grow old is ... to develop and explain what in the days of our youth .. sprang up before our eyes and echoes in our innermost mind.” In other words, he speaks as if he had grown old. So Thaning asks: "What happened on the way from Our Saviour’s Church to Frederick’s Church?"Thaning’s answer is that there was a change in Grundtvig’s view of life. Already in his first sermon in 1832, he says that his final and truly real hour as a pastor has now arrived. Thaning’s explanation is that Grundtvig has now passed from the time of strong emotions to that of calm reflections. Not until now does he realize "what is essential and what is not". And in 1834 he says that our Christian views, too, must go through a purgatorial fire when we grow older. This is not only true of the lofty views of human life which, naturally, go through this purgatory and most often lose themselves in it. Here Grundtvig distinguishes between natural and Christian life which is something new in a sermon. Thaning adds that this purgatorial fire pervades Grundtvig’s drafts for the Introduction to "Norse Mythology" in 1832. But then, Grundtvig’s lofty views did not lose themselves in purgatory. He got through it. His view of life changed. (Here Thaning refers to his dissertation, "A Human First...", p. 306ff).This is vaguely perceptible throughout the sermon in question. But according to Thaning Grundtvig slightly distorts the picture of his old sermon. In the latter he did not mix up natural and Christian life. It is Thaning’s view that Grundtvig is thinking of the distinct mixture of Christianity and Danish national feeling in the poem "New Year’s Morning" (1824). But he also refers to Grundtvig’s sermon on Easter Monday, 1824, printed in Helge Toldberg’s dissertation, "Grundtvig’s World of Symbols" (1950), p. 233ff, showing that he has been captured by imagery in a novel manner. He seems to want to impose himself upon his audience. In 1834 he knows he has changed. But 1832 is the dividing year. In the passage omitted from the manuscript for "Norse Mythology", Grundtvig states explicitly that faith is "a free matter": "Faith is a matter of its own, and truly each man’s own matter". Grundtvig could not say this before 1832. Thaning is of the opinion that this new insight lies behind the distinction that he makes in the sermon in 1834, where he says that he used to mix up Christian life with "the natural life of our people", which involved the risk that his Christian view might be misinterpreted and doubted. Now it has been through purgatory. And in the process it has only lost its "absurdity and obscurity, which did not come from the Lord, but from myself”.Later in the sermon he says: "The view is no more obscured by my Danish national feeling; I certainly do not by any means fail to appreciate the particularly friendly relationship that has prevailed through centuries between the Christian faith and the life of this people, and nor do I by any means renounce my hope that the rebirth of Christianity here will become apparent to the world, too, as a good deed, but yet this is only a dream, and the prophet will by no means tell us such dreams, but he bids us separate them sharply from the word of God, like the straw from the grain...". This cannot be polemically directed against his own sermons from 1824. It must necessarily reflect a reaction against the fundamental view expressed in "New Year’s Morning" and its vision of Christianity and Danishness in one. (Note that in his dissertation for the Degree of Divinity, Bent Christensen calls the poem "a dream", as Thaning adds).In his "Literary Testament" (1827) Grundtvig speaks about the "Chaos" caused by "the spirits of the Bible, of history, and of the Nordic countries, whom I serve and confuse in turn." But there is not yet any recognition of the same need for a distinction between Danishness and Christianity, which in the sermon he calls "the straw and the grain". Here he speaks of the distinction between "church and church-school, Christianity and theology, the spirit of the Bible and the letter of the Bible", as a consequence of his discovery in 1825. He still identifies the spirit of human history with the spirit of the Bible: "Here is the explanation over my chaos", Grundtvig says. But it is this chaos that resolves itself, leading to the insight and understanding in the sermon from 1834.In the year after "The Literary Testament", 1828, Grundtvig publishes the second part of his "Sunday Book", in which the only sermon on the Son of the Widow in this work appears. It is the last sermon in this volume, and it is an elaboration of the sermon from 1824. What is particularly characteristic of it is its talk about hope. "When the heart sees its hope at death’s door, where is comfort to be found for it, save in a divine voice, intoning Weep not!" Here Grundtvig quotes St. John 3:16 and says that when this "word of Life" is heard, when hope revives and rises from its bier, is it not then, and not until then, that we feel that God has visited his people...?" In the edition of this sermon in the "Sunday Book" a note of doubt has slipped in which did not occur in the original sermon from 1824. The conclusion of the sermon bears evidence that penitential Christianity has not yet been overcome: "What death would be too hard a transition to eternal life?" - "Then, in the march of time, let it stand, that great hope which is created by the Word ... like the son of the great woman from Nain."It is a strange transition to go from this sermon to the next one about the son of the widow, the sermon from 1832, where Christ is no longer called "hope". The faith has been moved to the present: "... only in the Word do we find him, the Word was the sign of life when we rose from the dead, and if we fell silent, it was the sign of death." - "Therefore, as the Lord has visited us and has opened our mouths, we shall speak about him always, in the certain knowledge that it is as necessary and as pleasurable as to breathe..." The emphasis of faith is no longer in words like longing and hope.In a sense this and other sermons in the 1830s anticipate the hymn "The Lord has visited his people" ("Hymn Book" (Sangv.rk) I, no. 23): the night has turned into morning, the sorrow has been removed. The gospel has become the present. As before the Church is compared with the widow who cried herself blind at the foot of the cross. Therefore the Saviour lay in the black earth, nights and days long. But now the Word of life has risen from the dead and shall no more taste death. The dismissal of the traditional Christianity, handed down from the past, is extended to include the destructive teaching in schools. The young man on the bier has been compared with the dead Christianity which Grundtvig now rejects. At an early stage Grundtvig was aware of its effects, such as in the Easter sermon in 1830 ("Sunday Book" III, p. 263) where Grundtvig speaks as if he had experienced a breakthrough to his new view. So, the discovery of the Apostles’ Creed in 1825 must have been an enormous feeling of liberation for him – from the worship of the letter that so pervaded his age. Grundtvig speaks about the "living, certain, oral, audible" word in contrast to the "dead, uncertain, written, mute" sign in the book. However, there is as yet no mention of the "Word from the Mouth of our Lord", which belongs to a much later time. Only then does he acquire the calm confidence that enables him to preach on the background of what has happened that the Word has risen from the dead. The question to ask then is what gave him this conviction."Personally I think that it came to him at the same time as life became a present reality for him through the journeys to England," Thaning says. By the same token, Christianity also became a present reality. The discovery of 1825 was readily at hand to grant him a means of expression to convey this present reality and the address to him "from the Lord’s own mouth", on which he was to live. It is no longer enough for him to speak about "the living, solemn evidence at baptism of the whole congregation, the faith we are all to share and confess" as much more certain than everything that is written in all the books of the world. The "Sunday Book" is far from containing the serene insight which, in spite of everything, the Easter sermon, written incidentally on Easter Day, bears witness to. But in 1830 he was not yet ready to sing "The Lord has visited his people", says Thaning.In the sermon from 1834 one meets, as so often in Grundtvig, his emphasis on the continuity in his preaching. In the mourning widow he has always seen an image of the Church, as it appears for the first time in an addition to the sermon on the text in the year 1821 ("Pr.st. Sermons", vol I, p. 296). It ends with a clue: "The Church of Christ now is the Widow of Nain". He will probably have elaborated that idea and concluded his sermon with it. Nevertheless, as it has appeared, the sermon in 1834 is polemically directed against his former view, the mixture of Christian and natural life. He recognizes that there is an element of "something fantastic" sticking to the "view of our youth".Already in a draft for a sermon from March 4,1832, Grundtvig says:"... this was truly a great error among us that we contented ourselves with an obscure and indefinite idea of the Spirit as well as the Truth, for as a consequence of that we were so doubtful and despondent, and we so often mistook the letter for the spirit, or the spirit of phantasy and delusion for that of God..." (vol. V, p. 79f).The heart-searchings which this sermon draft and the sermon on the 16th Sunday after Trinity are evidence of, provide enough argument to point to 1832 as a year of breakthrough. We, his readers, would not have been able to indicate the difference between before and now with stronger expressions than Grundtvig’s own. "He must really have turned into a different kind of person", Thaning says. At the conclusion of the article attention is drawn to the fact that the image of the Son of the Widow also appears in an entirely different context than that of the sermon, viz. in the article about Popular Life and Christianity that Grundtvig wrote in 1847. "What still remains alive of Danish national feeling is exactly like the disconsolate widow at the gate of Nain who follows her only begotten son to the grave" (US DC, p. 86f). The dead youth should not be spoken to about the way to eternal life, but a "Rise!" should be pronounced, and that apparently means: become a living person! On this occasion Grundtvig found an opportunity to clarify his ideas. His "popular life first" is an extension of his "a human being first" from 1837. He had progressed over the last ten years. But the foundation was laid with the distinction between Christian and natural life at the beginning of the 1830s.

This current study aims to explore and analyze the teaching and learning process of Islamic education at higher education institutions of non-Islamic studies, particularly Sekolah Tinggi Sosial Politik (STISIP) Veteran Palopo. It was qualitative research by employing a case study at STSIP Veteran Palopo. The data were collected through observation, in-depth interview, and documentation. The data were analyzed and concluded by regarding the focus of this study. The research findings reveal that firstly, the course content of Islamic Education at STISIP Veteran Palopo comprised three main aspects of Islamic teachings, namely: aqeedah (creed), sharia, and akhlaq (character) that were provided with several material development. Secondly, the lecturers delivered the learning materials by combining methods of lecturing, discussion, and recitations. Thirdly, the evaluation of teaching and learning process was carried out by having a written test. This study emphasizes the importance of revitalizing the presence of the Islamic Education course at higher education institutions of non-Islamic studies in terms of the learning materials, methods, and techniques of evaluation.

The sanctity of human life is the core issue in almost all religions of the world. In the present world scenario, human beings are suffering a lot. Human life is at risk. The most important and precious figure in society is human beings as it is the greatest creature of Almighty Allah. Buddhism and Islam both emphasize the sanctity of human life. The stress laid by the teaching of Islam on the sanctity and respect of human life can be understood by the fact that Islam does not allow the killing of people who are not physically involved in the war. Islam also against suicide. Similarly, the teaching of Buddha has emphasized the holiness and sanctity of human life. According to the philosophy of non-violence in Buddhism (Ahimsa), Killing of human beings is far from Buddhist’s creed even they are against the killing of insects. In Buddhism, “The nonviolence is one of the five precepts of Dhamma, which form the right action, right views and right-thinking on Eightfold Path. This article focuses on the teaching of Buddhism and Islam, a comparative study regarding killing and suicide as these topics are closely related to the sanctity of human life.

Peusijuek is one of the traditions of the people of Aceh are still preserved and practiced. Peusijuek, especially in Aceh moslem society, has been adapted into of Islam pratice. This study is aimed at revealing how peusijuek is believed and practiced then become one of religious creed which, originally, is not purely derived from Islamic teaching. This study used content analysis methods. Islam has universalism concept that is able to converge and fuse to various civilizations and culture; this makes Islam accepted in many nations and civilizations. Aceh people believe that Peusijuek is one of the rituals associated with religious belief. Because it is consist of several religious values which must be executed, such as 3 (three) aspects as follow: firstly; the Actor of Peusijuek should have a good understanding of the religion, usually called by the ustadz and ustadzah. Secondly, the moment to do peusijuek is when someone is going for haji, to marry, to be khitanan, and others. Thirdly, prayer of peusijuek are taken from the Quran and Sunnah as well as addressed to Allah SWT. Therefore, considering the three aforementioned aspects, peusijuek is considered to be closely related islam and, so it becomes a public belief.<br /><br />Key words: Peusijuek, acculturation, culture, Islam<br /><br />

The purpose of this study was to improve the activities and learning outcomes of the Islamic creed on the beauty of al-asmaa al-husna through the type of make a match cooperative learning model class IV MIN 10 Aceh Besar in the academic year 2018/2019. The learning model used in this classroom action research is a make a match type of cooperative learning model. The subjects of this classroom action research were students in class IV MIN Aceh Besar. The number of students is 25 students with 13 male students and 12 female students. This class action research was conducted in the 2018/2019 school year. This class action research was conducted in a period of 3 months, from July 2018 to September 2018 in odd semester. The methodology of this research is classroom action research consisting of two cycles and each cycle consists of two meetings. In each cycle consists of planning, implementation, observa-tion and reflection. The research procedure consisted of pre-research, planning cycle one, implementing cycle one, observing cycle one, reflection cycle one, planning cycle two, implementing cycle action two, observing cycle two and reflection cycle two. Data collection techniques were performed using tests, observation of teacher skills, observation of student activities and student questionnaire responses. Test scores are carried out at the end of each lesson in each cycle using the question instrument (written test). Observation data is done by looking at student activity and teacher skills in the learning process. Student response data obtained through a questionnaire. Data were analyzed using percentage descriptive statis-tics. The results showed that: 1) an increase in completeness of student learning outcomes from 52% in pre-study increased to 68% in the first cycle and increased to 92% in the second cycle. 2) Teacher skills have increased from 76% and increased to 88% 3) Student learning activities have increased from 76.67% and increased to 93.33%, 4) Positive student responses to teaching and learning activities using the make type cooperative learning model a match. Then it can be concluded that through the application of the make a match type of cooperative learning model increases the activities and learning outcomes of the Morals of the fourth grade students of MIN 10 Aceh Besar in the year

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In August 2006 the LiveJournal (hereafter LJ) community sga_flashfic posted its bimonthly challenge: a “Mission Report” challenge. Challenge communities are fandom-specific sites where moderators pick a theme or prompt to which writers respond and then post their specific fan works. The terms of this challenge were to encourage participants to invent a new mission and create a piece of fan fiction in the form of a mission report from the point of view of the Stargate Atlantis team of explorers. As an alternative possibility, and this is where the trouble started, the challenge also allowed to “take another author’s story and write a report” of its mission. Moderator Cesperanza then explained, “if you choose to write a mission report of somebody else’s story, we’ll ask you to credit them, but we won’t require you to ask their permission” (sga_flashfic LJ, 21 Aug. 2006, emphasis added). Whereas most announcement posts would only gather a few comments, this reached more than a hundred responses within hours, mostly complaints. Even though the community administrators quickly backtracked and posted a revision of the challenge not 12 hours later, the fannish LiveJournal sphere debated the challenge for days, reaching far beyond the specific fandom of Stargate Atlantis to discuss the ethical questions surrounding fannish appropriation and remix. At the center of the debate were the last eight words: “we won’t require you to ask their permission.” By encouraging fans to effectively write fan fiction of fan fiction and by not requiring permission, the moderators had violated an unwritten norm within this fannish community. Like all fan communities, western media fans have developed internal rules covering everything from what to include in a story header to how long to include a spoiler warning following aired episodes (for a definition and overview of western media fandom, see Coppa). In this example, the mods violated the fannish prohibition against the borrowing of original characters, settings, plot points, or narrative structures from other fan writers without permission—even though as fan fiction, the source of the inspiration engages in such borrowing itself. These kinds of normative rules can be altered, of course, but any change requires long and involved discussions. In this essay, we look at various debates that showcase how this fan community—media fandom on LiveJournal—creates and enforces but also discusses and changes its normative behavior. Fan fiction authors’ desire to prevent their work from being remixed may seem hypocritical, but we argue that underlying these conversations are complex negotiations of online privacy and control, affective aesthetics, and the value of fan labor. This is not to say that all fan communities address issues of remixing in the same way media fandom at this point in time did nor to suggest that they should; rather, we want to highlight a specific community’s internal ethics, the fervor with which members defend their rules, and the complex arguments that evolve from all sides when rules are questioned. Moreover, we suggest that these conversations offer insight into the specific relation many fan writers have to their stories and how it may differ from a more universal authorial affect. In order to fully understand the underlying motivations and the community ethos that spawned the sga_flashfic debates, we first want to differentiate between forms of unauthorised (re)uses and the legal, moral, and artistic concerns they create. Only with a clear definition of copyright infringement and plagiarism, as well as a clear understanding of who is affected (and in what ways) in any of these cases, can we fully understand the social and moral intersection of fan remixing of fan fiction. Only when sidestepping the legal and economic concerns surrounding remix can we focus on the ethical intricacies between copyright holders and fan writers and, more importantly, within fan communities. Fan communities differ greatly over time, between fandoms, and even depending on their central social interfaces (such as con-based zines, email-based listservs, journal-based online communities, etc.), and as a result they also develop a diverse range of internal community rules (Busse and Hellekson, “Works”; Busker). Much strife is caused when different traditions and their associated mores intersect. We’d argue, however, that the issues in the case of the Stargate Atlantis Remix Challenge were less the confrontation of different communities and more the slowly changing attitudes within one. In fact, looking at media fandom today, we may already be seeing changed attitudes—even as the debates continue over remix permission and unauthorised use. Why Remixes Are Not Copyright Infringement In discussing the limits of unauthorised use, it is important to distinguish plagiarism and copyright violation from forms of remix. While we are more concerned with the ethical issues surrounding plagiarism, we want to briefly address copyright infringement, simply because it often gets mixed into the ethics of remixes. Copyright is strictly defined as a matter of law; in many of the online debates in media fandom, it is often further restricted to U.S. Law, because a large number of the source texts are owned by U.S. companies. According to the U.S. Constitution (Article I, Section 8), Congress has the power to secure an “exclusive Right” “for limited Times.” Given that intellectual property rights have to be granted and are limited, legal scholars read this statute as a delicate balance between offering authors exclusive rights and allowing the public to flourish by building on these works. Over the years, however, intellectual property rights have been expanded and increased at the expense of the public commons (Lessig, Boyle). The main exception to this exclusive right is the concept of “fair use,” defined as use “for purposes such as criticism, comment, news reporting, teaching..., scholarship, or research” (§107). Case law circumscribes the limits of fair use, distinguishing works that are merely “derivative” from those that are “transformative” and thus add value (Chander and Sunder, Fiesler, Katyal, McCardle, Tushnet). The legal status of fan fiction remains undefined without a specific case that would test the fair use doctrine in regards to fan fiction, yet fair use and fan fiction advocates argue that fan fiction should be understood as eminently transformative and thus protected under fair use. The nonprofit fan advocacy group, the Organization for Transformative Works, in fact makes clear its position by including the legal term in their name, reflecting a changing understanding of both fans and scholars. Why Remixes Are Not Plagiarism Whereas copyright infringement is a legal concept that punishes violations between fan writers and commercial copyright holders, plagiarism instead is defined by the norms of the audience for which a piece is written: definitions of plagiarism thus differ from academic to journalist to literary contexts. Within fandom one of the most blatant (and most easily detectable) forms of plagiarism is when a fan copies another work wholesale and publishes it under their own name, either within the same fandom or by simply searching and replacing names to make it fit another fandom. Other times, fan writers may take selections of published pro or fan fiction and insert them into their works. Within fandom accusations of plagiarism are taken seriously, and fandom as a whole polices itself with regards to plagiarism: the LiveJournal community stop_plagiarism, for example, was created in 2005 specifically to report and pursue accusations of plagiarism within fandom. The community keeps a list of known plagiarisers that include the names of over 100 fan writers. Fan fiction plagiarism can only be determined on a case-by-case basis—and fans remain hypervigilant simply because they are all too often falsely accused as merely plagiarising when instead they are interpreting, translating, and transforming. There is another form of fannish offense that does not actually constitute plagiarism but is closely connected to it, namely the wholesale reposting of stories with attributions intact. This practice is frowned upon for two main reasons. Writers like to maintain at least some control over their works, often deriving from anxieties over being able to delete one’s digital footprint if desired or necessary. Archiving stories without authorial permission strips authors of this ability. More importantly, media fandom is a gift economy, in which labor is not reimbursed economically but rather rewarded with feedback (such as comments and kudos) and the growth of a writer’s reputation (Hellekson, Scott). Hosting a story in a place where readers cannot easily give thanks and feedback to the author, the rewards for the writer’s fan labor are effectively taken from her. Reposting thus removes the story from the fannish gift exchange—or, worse, inserts the archivist in lieu of the author as the recipient of thanks and comments. Unauthorised reposting is not plagiarism, as the author’s name remains attached, but it tends to go against fannish mores nonetheless as it deprives the writer of her “payment” of feedback and recognition. When Copyright Holders Object to Fan Fiction A small group of professional authors vocally proclaim fan fiction as unethical, illegal, or both. In her “Fan Fiction Rant” Robin Hobbs declares that “Fan fiction is to writing what a cake mix is to gourmet cooking” and then calls it outright theft: “Fan fiction is like any other form of identity theft. It injures the name of the party whose identity is stolen.” Anne Rice shares her feelings about fan fiction on her web site with a permanent message: “I do not allow fan fiction. The characters are copyrighted. It upsets me terribly to even think about fan fiction with my characters. I advise my readers to write your own original stories with your own characters. It is absolutely essential that you respect my wishes.” Diana Gabaldon calls fan fiction immoral and describes, “it makes me want to barf whenever I’ve inadvertently encountered some of it involving my characters.” Moreover, in a move shared by other anti-fan fiction writers, she compares her characters to family members: “I wouldn’t like people writing sex fantasies for public consumption about me or members of my family—why would I be all right with them doing it to the intimate creations of my imagination and personality?” George R.R. Martin similarly evokes familial intimacy when he writes, “My characters are my children, I have been heard to say. I don’t want people making off with them.” What is interesting in these—and other authors’—articulations of why they disapprove of fan fiction of their works is that their strongest and ultimate argument is neither legal nor economic reasoning but an emotional plea: being a good fan means coloring within the lines laid out by the initial creator, putting one’s toys back exactly as one found them, and never ever getting creative or transformative with them. Many fan fiction writers respect these wishes and do not write in book fandoms where the authors have expressed their desires clearly. Sometimes entire archives respect an author’s desires: fanfiction.net, the largest repository of fic online, removed all stories based on Rice’s work and does not allow any new ones to be posted. However, fandom is a heterogeneous culture with no centralised authority, and it is not difficult to find fic based on Rice’s characters and settings if one knows where to look. Most of these debates are restricted to book fandoms, likely for two reasons: (1) film and TV fan fiction alters the medium, so that there is no possibility that the two works might be mistaken for one another; and (2) film and TV authorship tends to be collaborative and thus lowers the individual sense of ownership (Mann, Sellors). How Fannish Remixes Are like Fan Fiction Most fan fiction writers strongly dismiss accusations of plagiarism and theft, two accusations that all too easily are raised against fan fiction and yet, as we have shown, such accusations actually misdefine terms. Fans extensively debate the artistic values of fan fiction, often drawing from classical literary discussions and examples. Clearly echoing Wilde’s creed that “there is no such thing as a moral or immoral book,” Kalichan, for example, argues in one LJ conversation that “whenever I hear about writers asserting that other writing is immoral, I become violently ill. Aside from this, morality & legality are far from necessarily connected. Lots of things are immoral and legal, illegal and moral and so on, in every permutation imaginable, so let’s just not confuse the two, shall we” (Kalichan LJ, 3 May 2010). Aja Romano concludes an epic list of remixed works ranging from the Aeneid to The Wind Done Gone, from All’s Well That Ends Well to Wicked with a passionate appeal to authors objecting to fan fiction: the story is not defined by the barriers you place around it. The moment you gave it to us, those walls broke. You may hate the fact people are imagining more to your story than what you put there. But if I were you, I’d be grateful that I got the chance to create a story that has a culture around it, a story that people want to keep talking about, reworking, remixing, living in, fantasizing about, thinking about, writing about. (Bookshop LJ, 3 May 2010)Many fan writers view their own remixes as part of a larger cultural movement that appropriates found objects and culturally relevant materials to create new things, much like larger twentieth century movements that include Dada and Pop Art, as well as feminist and postcolonial challenges to the literary canon. Finally, fan fiction partakes in 21st century ideas of social anarchy to create a cultural creative commons of openly shared ideas. Fan Cupidsbow describes strong parallels and cross-connection between all sorts of different movements, from Warhol to opensource, DeviantArt to AMV, fanfiction to mashups, sampling to critique and review. All these things are about how people are interacting with technology every day, and not just digital technology, but pens and paper and clothes and food fusions and everything else. (Cupidsbow LJ, 20 May 2009) Legally, of course, these reuses of collectively shared materials are often treated quite differently, which is why fan fiction advocates often maintain that all remixes be treated equally—regardless of whether their source text is film, TV, literature, or fan fiction. The Archive of Our Own, a project of the Organization for Transformative Works, for example, does not distinguish in its Content and Abuse Policy section between commercial and fan works in regard to plagiarism and copyright. Returning to the initial case of the Stargate Atlantis Mission Report Challenge, we can thus see how the moderator clearly positions herself within a framework that considers all remixes equally remixable. Even after changing the guidelines to require permission for the remixing of existing fan stories, moderator Cesperanza notes that she “remain[s] philosophically committed to the idea that people have the right to make art based on other art provided that due credit is given the original artist” (sga_flashfic LJ, 21 Aug. 2006). Indeed, other fans agree with her position in the ensuing discussions, drawing attention to the hypocrisy of demanding different rules for what appears to be the exact same actions: “So explain to me how you can defend fanfiction as legitimate derivative work if it’s based on one type of source material (professional writing or TV shows), yet decry it as ‘stealing’ and plagiarism if it’s based on another type of source material (fanfiction)” (Marythefan LJ, 21 Aug. 2006). Many fans assert that all remixes should be tolerated by the creators of their respective source texts—be they pro or fan. Fans expect Rowling to be accepting of Harry Potter’s underage romance with a nice and insecure Severus Snape, and they expect Matthew Weiner to be accepting of stories that kill off Don Draper and have his (ex)wives join a commune together. So fans should equally accept fan fiction that presents the grand love of Rodney McKay and John Sheppard, the most popular non-canonical fan fiction pairing on Stargate Atlantis, to be transformed into an abusive and manipulative relationship or rewritten with one of them dying tragically. Lydiabell, for example, argues that “there’s [no]thing wrong with creating a piece of art that uses elements of another work to create something new, always assuming that proper credit is given to the original... even if your interpretation is at odds with everything the original artist wanted to convey” (Lydiabell LJ, 22 Aug. 2006). Transforming works can often move them into territory that is critical of the source text, mocks the source text, rearranges relationships, and alters characterisations. It is here that we reach the central issue of this article: many fans indeed do view intrafandom interactions as fundamentally different to their interactions with professional authors or commercial entertainment companies. While everyone agrees that there are no legal, economic, or even ultimately moral arguments to be made against remixing fan fiction (because any such argument would nullify the fan’s right to create their fan fiction in the first place), the discourses against open remixing tend to revolve around community norms, politeness, and respect. How Fannish Remixes Are Not like Fan Fiction At the heart of the debate lie issues of community norms: taking another fan’s stories as the basis for one’s own fiction is regarded as a violation of manners, at least the way certain sections of the community define them. This, in fact, is not unlike the way many fan academics engage with fandom research. While it may be perfectly legal to directly cite fans’ blog posts, and while it may even be in compliance with institutional ethical research requirements (such as Internal Review Boards at U.S. universities), the academic fan writing about her own community may indeed choose to take extra precautions to protect herself and that community. As Kristina Busse and Karen Hellekson have argued, fan studies often exists at the intersection of language and social studies, and thus written text may simultaneously be treated as artistic works and as utterances by human subjects (“Identity”). In this essay (and elsewhere), we thus limit direct linking into fannish spaces, instead giving site, date, and author, and we have consent from all fans we cite in this essay. The community of fans who write fic in a particular fandom is relatively small, and most of them are familiar with each other, or can trace a connection via one or two degrees of separation only. While writing fan fiction about Harry Potter may influence the way you and your particular circle of friends interpret the novels, it is unlikely to affect the overall reception of the work. During the remix debate, fan no_pseud articulates the differing power dynamic: When someone bases fanfic on another piece of fanfic, the balance of power in the relationship between the two things is completely different to the relationship between a piece of fanfic and the canon source. The two stories have exactly equal authority, exactly equal validity, exactly equal ‘reality’ in fandom. (nopseud LJ, 21 Aug. 2006) Within fandom, there are few stories that have the kind of reach that professional fiction does, and it is just as likely that a fan will come across an unauthorised remix of a piece of fan fiction as the original piece itself. In that way, the reception of fan fiction is more fragile, and fans are justifiably anxious about it. In a recent conversation about proper etiquette within Glee fandom, fan writer flaming_muse articulates her reasons for expecting different behavior from fandom writers who borrow ideas from each other: But there’s a huge difference between fanfic of media and fanfic of other fanfic authors. Part of it is a question of the relationship of the author to the source material … but part of it is just about not hurting or diminishing the other creative people around you. We aren’t hurting Glee by writing fic in their ‘verse; we are hurting other people if we write fanfic of fanfic. We’re taking away what’s special about their particular stories and all of the work they put into them. (Stoney321 LJ, 12 Feb. 2012)Flaming_muse brings together several concepts but underlying all is a sense of community. Thus she equates remixing within the community without permission as a violation of fannish etiquette. The sense of community also plays a role in another reason given by fans who prefer permission, which is the actual ease of getting it. Many fandoms are fairly small communities, which makes it more possible to ask for permission before doing a translation, adaptation, or other kind of rewrite of another person’s fic. Often a fan may have already given feedback to the story or shared some form of conversation with the writer, so that requesting permission seems fairly innocuous. Moreover, fandom is a community based on the economy of gifting and sharing (Hellekson), so that etiquette becomes that much more important. Unlike pro authors who are financially reimbursed for their works, feedback is effectively a fan writer’s only payment. Getting comments, kudos, or recommendations for their stories are ways in which readers reward and thank the writers for their work. Many fans feel that a gift economy functions only through the goodwill of all its participants, which remixing without permission violates. How Fan Writing May Differ From Pro Writing Fans have a different emotional investment in their creations, only partially connected to writing solely for love (as opposed to professional writers who may write for love but also write for their livelihood in the best-case scenarios). One fan, who writes both pro and fan fiction, describes her more distanced emotional involvement with her professional writing as follows, When I’m writing for money, I limit my emotional investment in the material I produce. Ultimately what I am producing does not belong to me. Someone else is buying it and I am serving their needs, not my own. (St_Crispins LJ, 27 Aug. 2006)The sense of writing for oneself as part of a community also comes through in a comment by pro and fan writer Matociquala, who describes the specificity and often quite limited audience of fan fiction as follows: Fanfiction is written in the expectation of being enjoyed in an open membership but tight-knit community, and the writer has an expectation of being included in the enjoyment and discussion. It is the difference, in other words, between throwing a fair on the high road, and a party in a back yard. Sure, you might be able to see what’s going on from the street, but you’re expected not to stare. (Matociquala LJ, 18 May 2006)What we find important here is the way both writers seem to suggest that fan fiction allows for a greater intimacy and immediacy on the whole. So while not all writers write to fulfill (their own or other’s) emotional and narrative desires, this seems to be more acceptable in fan fiction. Intimacy, i.e., the emotional and, often sexual, openness and vulnerability readers and writers exhibit in the stories and surrounding interaction, can thus constitute a central aspect for readers and writers alike. Again, none of these aspects are particular to fan fiction alone, but, unlike in much other writing, they are such a central component that the stories divorced from their context—textual, social, and emotional—may not be fully comprehensible. In a discussion several years ago, Ellen Fremedon coined the term Id Vortex, by which she refers to that very tailored and customised writing that caters to the writers’ and/or readers’ kinks, that creates stories that not only move us emotionally because we already care about the characters but also because it uses tropes, characterisations, and scenes that appeal very viscerally: In fandom, we’ve all got this agreement to just suspend shame. I mean, a lot of what we write is masturbation material, and we all know it, and so we can’t really pretend that we’re only trying to write for our readers’ most rarefied sensibilities, you know? We all know right where the Id Vortex is, and we have this agreement to approach it with caution, but without any shame at all. (Ellen Fremedon LJ, 2 Dec. 2004)Writing stories for a particular sexual kink may be the most obvious way fans tailor stories to their own (or others’) desires, but in general, fan stories often seem to be more immediate, more intimate, more revealing than most published writing. This attachment is only strengthened by fans’ immense emotional attachment to the characters, as they may spend years if not decades rewatching their show, discussing all its details, and reading and writing stories upon stories. From Community to Commons These norms and mores continue to evolve as fannish activity becomes more and more visible to the mainstream, and new generations of fans enter fandom within a culture where media is increasingly spreadable across social networks and all fannish activity is collectively described and recognised as “fandom” (Jenkins, Ford, and Green). The default mode of the mainstream often treats “found” material as disseminable, and interfaces encourage such engagement by inviting users to “share” on their collection of social networks. As a result, many new fans see remixing as not only part of their fannish right, but engage in their activity on platforms that make sharing with or without attribution both increasingly easy and normative. Tumblr is the most recent and obvious example of a platform in which reblogging other users’ posts, with or without commentary, is the normative mode. Instead of (or in addition to) uploading one’s story to an archive, a fan writer might post it on Tumblr and consider reblogs as another form of feedback. In fact, our case study and its associated differentiation of legal, moral, and artistic justifications for and against remixing fan works, may indeed be an historical artifact in its own right: media fandom as a small and well-defined community of fans with a common interest and a shared history is the exception rather than the norm in today’s fan culture. When access to stories and other fans required personal initiation, it was easy to teach and enforce a community ethos. Now, however, fan fiction tops Google searches for strings that include both Harry and Draco or Spock and Uhura, and fan art is readily reblogged by sites for shows ranging from MTV’s Teen Wolf to NBC’s Hannibal. 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