Relevant bibliographies by topics / Pictures in religious education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pictures in religious education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2024

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Journal articles on the topic "Pictures in religious education"

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Hasan, Nurmalinda, KemasImron Rosadi, and Hidayat Hidayat. "Cooperative Learning Through Online Media to Improving Islamic Religious Education Learning Outcomes of Students at Junior High School." Zabags International Journal Of Education 1, no. 2 (October 1, 2023): 52–61. http://dx.doi.org/10.61233/zijed.v1i2.9.

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This study aims to provide an analysis of the learning model cooperative type picture and picture through online media in improving student learning outcomes of Islamic religious education. The method used is a qualitative approach with data collection techniques in the form of interviews, observation, and documentation. while the data validity testing techniques, namely credibility, transferability, dependability, confirmability, and triangulation. The results of this study, can is known that learning model cooperative types of pictures and pictures through this online media is form controlling teacher in monitor understanding students on the material provided in whatsapp . Besides that , inside zoom meetings there is features that can record the learning process , so that the teacher as well student can see back learning videos later day . As for factors supports and inhibitors evaluation learning the impact positive to results Study student Good in a manner cognitive affective nor psychomotor .
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Suryaningtyas, Ariany Katrin, Nur Afifah, and Mukh Nursikin. "Inovasi Penanaman Nilai-Nilai Karakter Pendidikan Agama Islam pada Anak Usia Dini melalui Metode Permainan di Taman Kanak-Kanak." TSAQOFAH 2, no. 5 (September 30, 2022): 553–64. http://dx.doi.org/10.58578/tsaqofah.v2i5.554.

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This study aims to describe the innovation of planting character valuesof Islamic religious education through the game method. This study uses the type of action research (action research) while the data collection methods used are interviews, observation and documentation.The development of religious and moral intelligence innovations can be used to instill character values in the learning process of Islamic Religious Education, including: hijaiyah lettering games, arranging pictures of ablution sequences, prayer sequences puzzles. From the game, it is hoped that it can bring out the character values of good Islamic religious education in early childhood.
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Sandy, Suzie Hery. "PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TYPE PICTURE AND PICTURE UNTUK MENINGKATKAN AKHLAKUL KHARIMAH DAN PRESTASI BELAJAR SISWA (Studi Pada Mata Pelajaran Pendidikan Agama Islam Kelas II SD Negeri 36 Pagar Alam)." Diadik: Jurnal Ilmiah Teknologi Pendidikan 11, no. 2 (October 21, 2021): 79–90. http://dx.doi.org/10.33369/diadik.v11i2.18497.

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The purpose of this study (1) Application of Cooperative Learning Model Types of Pictures and Images to improve the students' moral character in the second grade Islamic Religious Education subject at SD Negeri 36 Pagar Alam. (2) Application of the Cooperative Learning Model Types of Pictures and Images to improve student achievement in the second grade Islamic Religious Education subject at SD Negeri 36 Pagar Alam. (3) The effectiveness of the application of the cooperative learning model types of pictures and pictures when compared to conventional learning methods. The population of this study were students of class II SD Negeri 36 Pagar Alam who were taken in 18 people, grade II students of SD Negeri I3 Pagar Alam were included in 40 people with a total of 58 people, from different schools the population was insufficient for the total sampling, namely for the control class. and the experimental class, but the school which is the experimental class and the control class is geographically located not so far from the school that is the research subject, in one sub-district about 10 minutes from the research subject class school. Sampling is done by total sampling, which is determined by taking the entire population into a sample. The research sample that acts as an action class is class IIC SDN 36 Pagar Alam which is assessed by 18 students, the experimental class research is class II which can be determined by 20 students from SD Negeri 13 Pagar Alam, for the control class is class II B which corresponds to 20 students who is at SD Negeri 13 Pagar Alam. Technique data using observation sheets and tests. The result of this research is learning with the application of the Cooperative Learning Model Types of Pictures and Images that can improve students' moral values in learning, especially in the subject of Islamic Religious Education
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Sitepu, Dita Rila, and Johannes Lumbanbatu. "KREATIVITAS GURU PENDIDIKAN AGAMA KATOLIK DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA DI SMA KATOLIK 2 KABANJAHE." Jurnal Bahasa Indonesia Prima (BIP) 5, no. 2 (September 30, 2023): 169–75. http://dx.doi.org/10.34012/bip.v5i2.4214.

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The role of teachers in enhancing students' learning motivation is crucial, especially in catholic religious education. Catholic Religious Education teachers are responsible for being role models, providing inspiration, and motivating students. Teacher creativity is critical n enhancing students' motivation to learn Catholic Religious Education. This research aims to analyze the role of Catholic Religious Education teachers' creativity in motivating students. The research method used is qualitative with data collection through observation, interviews, and documentation. The research indicate that Catholic Religious Education teachers employ various creative teaching methods and instructional media to enhance students' learning motivation. They implement strategies such as the using pictures, videos, music, group discussions, role-playing, and project assignments. Teachers also assist students in achieving satisfactory learning outcomes by providing guidance, support, and positive feedback. It is expected that the findings of this research will provide a better understanding of the role of Catholic Religious Education teachers' creativity in motivating students and offer valuable recommendations for teachers and education policymakers.
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Halid, Ahmad. "BLENDED LEARNING: ALTERNATIVE METHODS OF EFFECTIVE ISLAMIC RELIGIOUS EDUCATION." FAJAR Jurnal Pendidikan Islam 2, no. 2 (September 9, 2022): 176–85. http://dx.doi.org/10.56013/fj.v2i2.1620.

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Blended learning is a learning method that combines two things, namely face-to-face learning directly and online using the Learning Management System. Simply put, this learning method combines a face-to-face learning system at school and school from home. This learning method is a teaching process by combining teacher-led learning activities using pictures, videos, digital assignments, and face-to-face discussions. Classrooms provide opportunities for students and teachers to be able to carry out the face-to-face teaching and learning process directly. While online learning provides opportunities for teachers to provide independent learning using eLearning components such as games, learning videos, and online quizzes. One of the biggest challenges for schools to implement blended learning methods is the absence of a supportive learning management system. In fact, a qualified learning management system is one of the keys to the success of the blended learning method. Because by having a qualified learning management system, teachers can easily arrange modules, exams, or assessments for all students
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Surjanto, Agus Eko. "Potret Subordinasi Perempuan Dalam Pendidikan." Musãwa Jurnal Studi Gender dan Islam 6, no. 1 (January 31, 2008): 97. http://dx.doi.org/10.14421/musawa.2008.61.97-115.

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The curriculum, both in religious and secular educations, generally tends to emphasize men's role in public spheres and highlights women's role in domestic arena. The content of curriculum, for instant, contains gender biased pictures, sentences or illustrations. The curriculum in religious education is also similar: there is an obvious tendency to maintain gender bias due to the authors' conviction that the books they refer to (fiqih books) are sacred, already final and unchangeable. Religious text books, thus, tend to maintain women subordination. In order to develop gender sensitive religious understanding, then, there is a need to revise religious text books that include gender bias. The revision is important because this gender biased religious understanding has become common understanding in society. This is because Muslim society attempt to understand their religious teachings dogmatically. They do not use a critical approach in understanding religious norms particularly the ones they accommodate in the text books related to women's status and role.
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Malla, Hamlan Andi Baso, Misnah Misnah, and A. Markarma. "Implementation of Multicultural Values in Islamic Religious Education Based Media Animation Pictures as Prevention of Religious Radicalism in Poso, Central Sulawesi, Indonesia." International Journal of Criminology and Sociology 10 (December 31, 2020): 51–57. http://dx.doi.org/10.6000/1929-4409.2021.10.08.

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This study aims to promote multicultural values in the culture of Sintuwu Maroso the Poso community through the transformation of education which is integrated with Islamic religious subjects based on animated image media as prevention of radicalism in the school and community environment. Research methods is a qualitative descriptive study in the form of writing and oral words from people who are the object of research, in conducting research, researchers as the main instrument whose role is to observe observations of documents and conduct interviews with informants, analyze data, interpret data and interpret data compiled a report on tracking the value of local wisdom on the multicultural value of Sintuwu Maroso in the Poso community. Islamic religious education learning that is integrated between Islamic religious material and cultural material of the Poso Sintuwu Maroso community can produce students who are always obedient to their God, behave well with others and are far from understanding religion and radical religious behavior in multicultural / change communities. student characters. Islamic religious education learning that is integrated between Islamic religious material and cultural material of the Poso Sintuwu Maroso community can produce students who are always obedient to their God, behave well with others and are far from understanding religion and radical religious behavior in multicultural / change communities. student characters
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Rahman Yani, Aditya, and Amierza Puspaningrum. "Designing Picture Book of Religious Education and Science for Children Based on Multiple Intelligence." International Journal of Social Science and Humanity 6, no. 1 (January 2016): 61–64. http://dx.doi.org/10.7763/ijssh.2016.v6.619.

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Siswantara, Yusuf, Ace Suryadi, Mupid Hidayat, and Ganjar Muhammad Ganeswara. "Integrity and Transparency: Public Perceptions of Religious Values Education in a Plural Society." Jurnal Theologia 33, no. 1 (June 16, 2022): 121–50. http://dx.doi.org/10.21580/teo.2022.33.1.11593.

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In various countries, diversity impacts social conflicts in various forms, not ethnicity, ideology, but also religion. Although many conflicts are based on diversity in Indonesia, religion is the most accessible and most conflict-prone social identity. To address the issue, tolerance or moderation education has widely campaigned. However, the rise of intolerance indicates an unformed factor, namely the perception or attitude toward religious life. Therefore, it is essential to research religious life attitudes. This study aims to analyze the perception of religious life on claims of truth, uniqueness, relations of other religions, and global ethics. For this reason, the combined method with embedded design is a choice of approach from this study. Data collection is carried out simultaneously, both qualitatively and quantitatively. The analyses of the two were combined to get a complete picture of the respondents' religious perceptions or attitudes. The renewal of this study, in addition to empirical studies on the religious attitudes of millennials, is the relationship between perceptions/attitudes of religious life to the relationship between religions through global ethical issues as a common problem. The conclusions of this study are, (1) respondents see a global problem, but at the same time, there is a universal value in religion, (2) With this universal value belief, respondents tend to be open to dialogue because they believe there is goodness in religions, (3) For the problem of dogma teachings, respondents tend to be exclusive without closing the truth of other religions. The suggestions given, among others, are (1) religious education raises the dimension of global ethics, both humanitarian and ecological; (2) religious education builds a dialogical religious attitude with three conditions: understanding one's religion (the uniqueness and peculiarities of faith), being open to other religions, and offering the value of faith to overcome the global problem
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Hakim, Dede Abdul. "Internalisasi Nilai-Nilai Pendidikan Agama Islam melalui Metode Pembiasaan Siswa Madrasah Ibtidaiyah." COMSERVA Indonesian Jurnal of Community Services and Development 1, no. 12 (April 23, 2022): 1231–51. http://dx.doi.org/10.36418/comserva.v1i12.197.

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Education is an important part of human life, education (especially Islam) with its various patterns is oriented towards providing provision for humans (students) to achieve happiness in the world and the hereafter. Religious education is God's command and is a manifestation of worship to Him. This theory attaches great importance to the input in the form of a stimulus and the output of the hadith in the form of a response. In the learning process this input can be in the form of props, pictures, or certain ways to help the learning process. This study aims to describe what Islamic religious education values ​​are internalized. The results of this study in applying the values ​​of Islamic Religious Education to students of MI Al-Hidayah and MI An-Nur Bandung Regency using the habituation method is considered quite good and effective. The use of this habituation method is carried out in the classroom through the Islamic Religious Education material being taught. While outside the classroom the students are accustomed to praying in congregation, praying dhuha and having good morals. In its implementation, it still requires personal awareness of praying in congregation, praying dhuha and having good morals. In its implementation, students still need personal awareness with guidance and supervision by teachers and parents at home.
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Dissertations / Theses on the topic "Pictures in religious education"

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Robertson, Charles Kenneth. "Developing edutainment principles and practices for audio-visual representations of Biblical books." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52185.

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Dissertation (PhD)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The main purpose of the study is to develop a model and to establish certain principles for writing a script treatment (personal pictures) of a book of the Bible. Personal pictures can be identified as the most important component of the production (filmic creation) and marketing (promulgation) processes of a fully dramatised audio-visual representation of a biblical book. The study deals primarily with personal pictures. Changes in the communication and perception of biblical content are investigated. The study focuses mainly on the dissemination of such content through audio-visual Bible products (end products). The study contends that audio-visual Bible communications for children and adults should have an educational foundation. The other main dimension of all audio-visual Bible is the entertainment it provides to viewers (patrons). The educational and entertainment facets of end products are described here as edutainment. It is important for end products to have edutainment value as perceived by socio-economically diverse peoples, of both Christian and non-Christian (non-religious) persuasions. Aspects which can contribute to the edutainment value of fully dramatised audio-visual Bible products are expounded. An audio-visual model, which defines the basis for the filmic creation and promulgation of an end product, is explained and its elements described. The determinants of the filmic creation and promulgation processes, some of which have a greater educational impact and some which have a greater entertainment impact, are explicated. An important factor is to involve patrons in the filmic creation and promulgation processes, and to help them to feel part of these processes. Writing the personal pictures of a Bible book is investigated. A personal pictures model is put forward to explain how the personal pictures can be written. A variety of guidelines to help the writer (owner) write the personal pictures of a book are presented. These guidelines deal with aspects such as writing the narrative, selecting the context of the storytelling, gathering and using background information, using enhancement factors, and implementing requirements of the users. The personal pictures already written of two Bible books are assessed. An explanation is given of why the books of Ruth and Hebrews, one from the Old and one from the New Testament, are chosen for such assessment. These personal pictures are found to be deficient and new personal pictures are written for both books, using the model and guidelines given. An empirical survey is undertaken of the personal pictures of one of the two books assessed, namely Ruth. The analysis of the empirical research finds that the respondents are able to visualise a film of Ruth with edutainment value after reading the personal pictures. The results of the survey point to the importance of both the educational and entertainment aspects in end products. Some further valuable deductions can be made from the study: Audio-visual Bible products are beneficial to convey biblical content to patrons. A model and guidelines are presented for writing good quality personal pictures. Patrons can profitably be engaged in the filmic creation and promulgation processes of fully dramatised audio-visual Bible products. A few constraints have been encountered which have a limiting effect on the study. The study highlights a number of important areas which can be further researched.
AFRIKAANSE OPSOMMING: Die hoofdoel van die studie is om sekere riglyne neer te Ie vir die skryf van 'n draaiboeksinopsis of visuele voorstelling ("personal pictures") van 'n Bybelboek. "Personal pictures" van 'n Bybelboek is waarskynlik die belangrikste komponent van die vervaardigings- en verspreidingsprosesse van 'n volledig-gedrarnatiseerde oudio-visuele weergawe van so 'n boek. Die studie handel hoofsaaklik oor "personal pictures". Veranderinge in die kommunikasie en in die begrip van die inhoud van die Bybel word ondersoek. Die studie fokus hoofsaaklik op die uitdra van die inhoud van Bybelboeke deur middel van oudio-visuele Bybelprodukte. Die studie toon aan dat oudio-visuele Bybelkommunikasie vir kinders en volwassenes 'n opvoedkundige grondslag het of behoort te he. Die ander belangrike grondslag van 'n oudiovisuele Bybel is die vermaaklikheidsaspek. Die opvoedkundige en vermaaklikheidsfasette van oudio-visuele Bybelprodukte word hierin beskryf as opvoedkundige vermaak ("edutainment"). Dit is belangrik dat oudio-visuele Bybelprodukte "edutainment'' verskaf aan uiteenlopende sosio- . ekonomiese groepe van sowel Christel ike as nie-Christelike oortuiging. Sekere aspekte word verduidelik wat die waarde van "edutainment" in gedramatiseerde oudiovisuele Bybelprodukte kan verhoog. 'n Oudio-visuele model, wat die grondbeginsels vir die vervaardiging en verspreiding van so 'n Bybelproduk uiteensit, word verskaf en die onderskeie beginsels word gedefinieer. Die bepalende faktore in die vervaardigings- en verspreidingsprosesse, waarvan sornmige 'n groter opvoedkundige en ander 'n groter vermaaklikheidsimpak het, word uitgewys. 'n Belangrike faktor is dat verbruikers by die vervaardigings- en verspreidingsprosesse betrek word, en op 'n wyse wat hulle dee I van hierdie prosesse laat voel. Hoe om "personal pictures" van 'n Bybelboek te skryf, word ondersoek. 'n "Personal pictures"- model word aangebied, asook 'n verskeidenheid riglyne vir die skryfvan die "personal pictures" van 'n boek. Hierdie riglyne omvat aspekte soos die storielyn, die keuse van die konteks waarin die storie afspeel, die inwin en gebruik van agtergrondinligting, die gebruik van effekte wat die storie bevorder, en die toepassing van spesifieke vereistes van die vervaardigingspersoneel. Die "personal pictures" wat reeds van twee Bybelboeke bestaan, word beoordeel. 'n Verduideliking word gegee waarom Rut en Hebreers, boeke uit onderskeidelik die Ou en die Nuwe Testament, vir so 'n evaluering gekies is. Hierdie "personal pictures" word as ontoereikend bevind, en nuwe "personal pictures" word vir beide boeke geskryf deur van die genoemde model en riglyne gebruik te maak. 'n Empiriese ondersoek word gedoen om die "personal pictures" van een van die twee boeke, naamlik Rut, te evalueer. In die ontleding van die empiriese ondersoek word bevind dat respondente in staat is om 'n film van Rut met "edutainment"-waarde te visualiseer, nadat hulle die "personal pictures" gelees het. Die resultate van die ondersoek wys op die belangrikheid van die opvoedkundige sowel as die vermaaklikheidsaspekte van oudio-visuele Bybelprodukte. Die volgende verdere waardevolle afleidings word uit die studie gemaak: Die inhoud van Bybelboeke kan met vrug deur middel van oudio-visuele Bybelprodukte oorgedra word. Goeie kwaliteit "personal pictures" kan geskryf word deur gebruik te maak van die voorgestelde model en riglyne. Dit kan voordelig wees om verbruikers by die vervaardigings- en verspreidingsprosesse van gedramatiseerde oudio-visuele produkte van die Bybel te betrek. Die faktore wat 'n beperkende uitwerking op die studie gehad het, word aangetoon. Die studie lig 'n aantal belangrike areas uit vir verdere navorsing.
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Breckenfelder, Michaela. "Der Künstler als ″Theologe″ - Die religionsdidaktische Aufarbeitung geeigneter Bildwerke Otto Pankoks für den Religionsunterricht." Doctoral thesis, Universitätsbibliothek Leipzig, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-71292.

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Otto Pankoks (1893 - 1966) Kunstwerke können Heranwachsende in ihrer Erfahrungswelt noch immer ansprechen, da mit ihnen Bildwerke vorliegen, die in besonderer Weise Auskunft geben über die Geschichte Gottes mit den Menschen. Christliche Themen wie ″der wahre Mensch″, ″Liebe″, ″Leid″, ″das Böse″, ″Schuld″ und ″Sünde″ werden darin künstlerisch bearbeitet. Besonders seine Kohlebilder spiegeln persönliches Empfinden und christliches Weltbild in besonderer Authentizität. Sie sind aufgeladen mit zeitgeschichtlichem Erleben und dem Suchen nach verstehbaren Antworten. In ihnen lassen sich fünf Motivgruppen mit eindeutiger exegetischer und religionsdidaktischer Relevanz erkennen. Anhand 13 exemplarisch ausgewählter Bildbeispiele wird gezeigt, wie mit Otto Pankoks Bildwerken im Religionsunterricht kompetenzorientiert gearbeitet werden kann.
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Benfey, Matthias Wilhelm. "Religious cinema as virtual religious experience : a theory of religious cinema applied to Werner Herzog's Herz aus Glas." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72087.

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The dissertation is an exercise in the application of the philosophical hermeneutics of Paul Ricoeur and the biblical hermeneutics of John Dominic Crossan to the aesthetics of religious cinema.
The thesis defines religious cinema as virtual religious experience; therefrom a theory of religious cinema is derived. This derivation depends on a discussion of the essential elements of the cinematic experience and permits the expansion of the category of religious cinema beyond its traditional frontier. Throughout the dissertation, a dialogue is maintained with general cinema theory on the one hand and religious cinema criticism on the other. The purpose of this dialogue is to increase credibility (in the former case) and to demonstrate originality (in the latter case).
Finally, extrapolating from a specific dialogue between Crossan and Ricoeur, a critical method is developed, then applied to Werner Herzog's Herz aus Glas, a transcription of which is included as an appendix.
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McGregor, Daniel. "The religious syncretism in The Matrix a dialogue and critique with logos theology /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p023-0198.

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Williams, Richard L. "Religious pictures and sculpture in Elizabethan England : censure, appreciation and devotion." Thesis, Courtauld Institute of Art (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406223.

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Haynes, Clare. "Pictures and Popery : religious art in England c. 1680-c. 1760." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365024.

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During the first half of the `long' eighteenth century the English were, as a nation, vehemently anti-Catholic, yet the art that was most admired, collected and talked about, was Catholic in origin and subject matter (pictures showing the intercession of saints or the figure of God, for example). Such art might have been rejected by English collectors, certainly idolatry was chief among the heresies ascribed to the Papists, but the belief in the supremacy of Italian art was long-standing and tenacious in pan-European culture. The thesis demonstrates that rather than rejecting it, elaborate strategies were developed which allowed the cultural and social value of ownership and knowledge of this canonical art to accrue, whilst managing its potentially troubling content. For example, the royal ownership of the Raphael Cartoons (c. 1514) was a matter of increasing national pride during this period, which is surprising at first sight, given their provenance and their celebration of the apostolic succession of the Papacy from SS Peter and Paul. These meanings were not expunged from the Cartoons by English commentators, instead means were found to transpose them into a Protestant register and to maintain Raphael's reputation as the great universal artist. Each chapter of the thesis offers a different mode of address to the central theme, exploring, for example, the encounters grand tourists had with canonical art in Catholic churches in Rome and the ways in which the Catholic meanings of pictures were managed in a collection. In another chapter I explore how art was used and discussed within the Church of England. It has become clear that the Catholic associations of art did present a historically-significant political challenge to English connoisseurs and that, for example, new histories and theories of art, modified from their continental models, were developed to facilitate its acceptance. In addition, by paying careful attention to the ways in which issues of class, nationhood and culture were managed in relation to this problem, insights into the complex nature of anti-Catholicism in England have been gained.
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Teece, Geoffrey. "A religious approach to religious education : the implications of John Hick’s religious interpretation of religion for religious education." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1103/.

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This thesis is concerned with the question as to how to present the study of religion to students in religious education (RE) in schools that reflects a distinctively religious character but not a confessional one. It recognises that how religion is conceptualised in RE and the search for a distinctive rationale that reflects the subject’s nature and purpose, has been a contested question over the history of the subject in state maintained schools since the Education Act of 1870. More recently, criticism of what has been termed ‘modern liberal RE’ has focused on the claim that, in many instances, the subject has misrepresented religion, by being guilty of essentialism and in denying students opportunities to engage with the ‘truth claims’ of religions. It is within this context that this thesis argues that a nuanced understanding of John Hick’s religious interpretation of religion can positively illuminate these debates by providing a second order explanatory framework for the study of religion in RE.
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Silva, Junior Nelson. "Ciência e cinema: um encontro didático pedagógico em Anjos e Demônios e O Nome da Rosa." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/2998.

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Acompanha: Ficha instrumental para o uso de filmes em sala de aula
O Cinema enquanto forma de representar e perceber o mundo e o homem, além de importante linguagem artística, tornou-se elemento determinante para a comunicação de massa do século XX. Como tal passou a se apropriar das diferentes áreas do conhecimento, no intuito de criar roteiros e narrativas que aproximassem a poética artística cinematográfica dos fenômenos cotidianos da natureza e da existência humana, aproximando a Arte Cinematográfica de uma suposta realidade. Essa relação permite a criação de filmes que, além do puro e simples entretenimento, possibilitam o seu uso nas mais diferentes formas de aprendizagem. A partir dessa perspectiva, essa pesquisa teve como principal objetivo, desenvolver e apresentar uma proposta, na qual o Cinema de entretenimento, se configure como um instrumental para o ensino de Física e da História da Ciência. Para tanto foram utilizados os filmes Anjos e Demônios (Angels & Demons - 2009) e O Nome da Rosa (The Name of the Rose - 1986), filmes de entretenimento, sucessos de público e que apresentam entre seus temas principais a História da Ciência e as relações entre Ciência e Religião. Cada um dos filmes trabalha narrativas que envolvem o Conhecimento Científico. Essa pesquisa propõe que o Cinema seja entendido em sala de aula como uma linguagem artística, com suas especificidades e não como uma simples forma complementar para um tema ou um conteúdo. Nossa proposta está centrada numa análise fílmica que apresenta a obra cinematográfica como um instrumento de aprendizagem da Ciência, em especial, da História da Ciência. Assim, metodologicamente, a pesquisa ocorreu a partir de dois eixos principais: a análise fílmica a partir da teoria apresentada por Erwin Panofsky em seu livro Significado nas Artes Visuais (2007), denominado metodologia panofyskiana, iconológico ou histórico social e o estudo historiográfico na História da Ciência, apresentado pelo professor Ubiratan D’Ambrósio (2004). A pesquisa contribui, de forma inédita, para que o Cinema ou filmes feitos para o Cinema, possam ser entendidos como linguagem artística que possibilita aos atores envolvidos num processo de Ensino e Aprendizagem, usufruir dos recursos dessa linguagem como instrumento didático pedagógico para as aulas de Física ou Ciências.
The Cinema as a way of represent and perceive the world and the man, besides important artistic language, became determining factor for mass communication of the twentieth century. As such, it started appropriate of the different areas of knowledge, in order to create scripts and narratives that approximate the cinematographic artistic poetics of the everyday phenomena of the nature and human existence, approaching the Cinematographic Art of a supposed reality. This relation allows the creation of movies that, besides of pure and simple entertaning, make it possible to use them in different forms of learning. From this perspective, this research had as a main purpose, develop and submit a proposal in wich the entertainment Cinema be an instrument of teaching Physics and the History of Science. For this purpose, the movies Angels and Demons (2009) and The Name of the Rose (1986), entertainment movies, audience hits that present among their main themes the History of Science and the relations between Science and Religion. Each one of the movies works narratives that involve the Scientific Knowledge. This research proposes that the Cinema be understood in the classroom as an artistic language, with their specificities and not as a simple complementary form to a theme or a content. Our proposal focuses on film analysis that present the cinematographic work as a Science learning tool, in particular, the History of Science. So, methodologically, the research occurred from two main axes: the film analysis from the presented theory by Erwin Panofsky in his book Meaning in the Visual Arts (2007), denominated Panofsky method, iconological or social history and the historiographic study in the History of Science, presented by the professor Ubiratan D’Ambrósio (2004). The research contributes, in a inedited way, so that the Cinema or movies made to the Cinema can be understood as an artistic language that make it possible to the subjects involved in the process of Teaching and Learning to use the resources of language as pedagogical and didactic instrument for the classes of Physics or Sciences.
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Lai, Yung-hang, and 賴勇衡. "The postsocialist cross in rural China : a case study of Gan Xiao'er's religious features." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193566.

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This dissertation is a case study of three feature films directed by Gan Xiao’er, a Chinese independent filmmaker. I argue that these films are set apart from other independent films in China because they center on the representations of Chinese Christianity in rural areas in the postsocialist era of China, which is a subject matter under-represented in mainstream media as well as independent cinema in China. Gan’s feature films have also illustrated the social and cultural problems during the Reform period, themes which have been avoided by mainstream media but featured in independent cinema. Gan’s films are also characterized by responses to social and cultural issues from a Christian perspective. I also argue that the representations of Christianity in Gan’s films are ambiguous as both the positive and negative sides of the religion are portrayed. Such portrayals have generated a critique from within Christianity, concerning the religion’s entanglement with the social, cultural and political forces in the postsocialist context. Moreover, the three feature films of Gan’s have not only illustrated the exterior of Chinese Christianity, including the religious institution and activities of Christians, but also formulated an in-depth investigation of the inner spiritual quest of Chinese villagers and Christians.
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Literary and Cultural Studies
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Master of Arts
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Hick, Brian John. "Worship and religious education." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357004.

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This research was undertaken in the light of Foucault's theories and methodologies of language with particular reference to Discipline and Punish as applied to education. The opening section gives a detailed review of these methodologies and the way they will be applied to the various areas of educational practice. There is detailed consideration of the relationship between church and state from the early nineteenth century up until the Education Act, 1944, with particular reference to religious and educational discourse. This is followed by a study of the principles underlying the teaching of religion and the practice of worship in schools prior to 1944. From this the thesis moves to a closer consideration of the 1944 Education Act with the examination of the debate in parliament and in the country as a whole. Most of the evidence for the period is taken from The Times as reflecting the wider use of religious and educational discourse. The thesis then considers the outcome of the 1944 Education Act and the effects it had on religious education until the passage of the 1988 act, with particular reference to the changes in teacher praxis in the nineteen-sixties. Parallel to this is a survey of the main theological developments in Britain between 1944 and 1988 and an assessment of the changes within religious institutions during the same period. Before coming to a detailed consideration of the 1988 Education Reform Act, the thesis considers the changes that took place in teacher praxis between the nineteen-sixties and 1988, and then considers the debate in parliament and in the country during 1988. The final sections are concerned with the implementation of the act, with consideration of the governmental documentation issued to supplement the act and various comments upon these. Fieldwork within Hastings and Sutton has yielded data which attempts to place the research within the context of present praxis in a range of schools. The study concludes with media reaction to the act and an overview of the key points that have arisen from the research.
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Books on the topic "Pictures in religious education"

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Katholische Filmarbeit in der DDR: "Wir haben eine gewisse Pfiffigkeit uns angenommen". Münster: Lit, 2003.

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Les révélations du cinéma: Avoir recours au cinéma en pastorale et au cours de religion. Bruxelles (B): Lumen vitae, 2011.

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Finding faith at the movies. Harrisburg, Pa: Morehouse Pub., 2004.

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Popcorn theology. Elkhart, IN: Shancar Publications, 2007.

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Lindvall, Terry. Sanctuary Cinema: Origins of the Christian Film Industry. New York: NYU Press, 2007.

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Sanctuary cinema: Origins of the Christian film industry. New York: New York University Press, 2007.

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Helm, David R. The big picture family devotional. Wheaton, Illinois: Crossway, 2014.

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Keck, Ron. Finding redemption in the movies. Nashville: Serendipity House, 2007.

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Reel power: Spiritual growth through film. Liguori, Mo: Triumph Books, 1993.

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The use of Italian Renaissance art in Victorian religious education: How the National Society shaped our modern idea of Christ. Lewiston, N.Y: Edwin Mellen Press, 2010.

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Book chapters on the topic "Pictures in religious education"

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Burr, Ronald. "Wittgenstein’s Non-Representational Religious Pictures." In The Tasks of Contemporary Philosophy / Die Aufgaben der Philosophie in der Gegenwart, 352–54. Munich: J.F. Bergmann-Verlag, 1986. http://dx.doi.org/10.1007/978-3-662-30341-2_65.

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Roth, Wolff-Michael, and Lilian Pozzer-Ardenghi. "Pictures in Biology Education." In Models and Modeling in Science Education, 39–53. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4192-8_3.

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Rouse, William B. "Health and Education." In Bigger Pictures for Innovation, 115–38. New York: Productivity Press, 2022. http://dx.doi.org/10.4324/9781003365549-8.

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Black, Christopher F. "Religious Education." In Church, Religion and Society in Early Modern Italy, 112–29. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-80196-7_6.

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Kallioniemi, Arto, and Martin Ubani. "Religious Education." In Miracle of Education, 177–87. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-811-7_12.

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Hess, Carol Lakey. "Religious Education." In The Wiley-Blackwell Companion to Practical Theology, 299–307. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345742.ch28.

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Franchi, Leonard, James Conroy, and Stephen McKinney. "Religious Education." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 456–69. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n29.

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Bristol, Trammell L. "Religious Education." In Career Pathways in Adult Education, 214–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003259602-25.

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Resnick, David. "Religious Education." In Representing Education in Film, 95–113. New York: Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-59929-2_6.

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Eboh, Marie Pauline B. "Education, Religious." In Encyclopedia of African Religions and Philosophy, 186–87. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2068-5_114.

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Conference papers on the topic "Pictures in religious education"

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Anisimova, Elena Y., and Iraida E. Kantserova. "RELIGIOUS TOURISM AS A PERSPECTIVE TYPE OF TOURISM OF THE ULYANOVSK REGION AND A MEANS OF SPIRITUAL AND MORAL EDUCATION OF SCHOOLCHILDREN." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-94-95.

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Idiatullov, Azat K. "RELIGIOUS TOLERANCE OF STUDENTS OF ULYANOVSK STATE PEDAGOGICAL UNIVERSITY (BY THE EXAMPLE OF TATARS AND TURKMEN)." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-199-200.

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Idiatullov, Azat K. "TATAR-MISHARI: THE PROBLEM FIELD OF MODERN." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-173-174.

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The article presents the results of an analysis of publications devoted to the Tatars-Mishars and published over the past 10 years. The study of the most important publications that examined the above problem showed a variety of approaches, methodological positions and assessments of the specifics of this subethnos. Publications about Mishars are devoted mainly to traditional spiritual culture (musical, religious, ritual) and various historical aspects.
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Zenuch, Peter. "ON THE LITURGICAL LANGUAGE AND CULTURAL IDENTITY OF THE BYZANTINE-SLAVIC CHURCH IN THE HANDWRITTEN EDUCATIONAL MANUALS, IN THE 18TH CENTURY, UNDER THE CARPATHIAN MOUNTAINS." In THE PATH OF CYRIL AND METHODIUS – SPATIAL AND CULTURAL HISTORICAL DIMENSIONS. Cyrillo-Methodian Research Centre – Bulgarian Academy of Sciences, 2023. http://dx.doi.org/10.59076/2815-3855.2023.33.18.

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The Educational manuals, which were fully applied in the 18th and 19th centuries, were a substantial part of the educational and cultural formation of a man. They provided simplified answers to various religious questions, questions concerning biblical and ecclesiastical history, or even Christian morality. They also taught about the origin of church holidays, ceremonies and the origin of liturgical languages used in individual local churches. These interpretations have been contained in various educational or interpretative manuals and manuscript collections. The structure of these handbooks was an excellent tool for the successful education of local churches. The paper focuses on the characterization of selected scientific manuscripts from the 18th century, which provide a contemporary picture of knowledge related to the linguistic and liturgical tradition under the Carpathian Mountains, associated with the Cyril and Methodius heritage. Manuals with these educational dimensions were used in educational training and upbringings in the environment of the Mukachevo Greek Catholic Church, in the 18th century.
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Munawiroh, Munawiroh, Lisa’diyah Ma’rifataini, and Faida Hanun. "Religious Education and Religious Value in Manila." In Proceedings of the First International Conference on Religion and Education 2019, INCRE, October 8 – 10, 2019, Bintaro, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-10-2019.2294521.

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Zulkarnain, Zulkarnain, and Samsuri Samsuri. "Religious Leaders and Indonesian Religious Harmony." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.23.

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Alexandrovich Kurchenkov, Anatoly, and Andrey Andreevich Paukov. "RELIGIOUS EDUCATION IN RUSSIA." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202150.

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Solikah, Alfiatu, Syamsul Arifin, Khozin, and Abdul Haris. "Religious Education Based Pesantren by Islamic Religious Counselor to Prostitutes." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.012.

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Clobert, Magali, Vassilis Saroglou, Kwang-Kuo Hwang, and Wen-Li Soong. "Outgroup Attitudes as a Function of East Asian Religiousness: Marked by High or Low Prejudice?" In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/riql5763.

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Research on religion and prejudice has mostly been limited to Western Christian participants and beliefs. Evidence, overall, favors the idea of a religion-prejudice link. Does this also hold for East Asian religions, usually perceived as tolerant, and cultures, characterized by holistic thinking and tolerance of contradictions? We review here four recent studies and provide meta-analytic estimation of the East Asian interreligious prejudice. East Asian religiosity was associated with low explicit prejudice against religious outgroups in general (Study 1; adults from Japan, South Korea, and Taiwan) and three specific religious outgroups,<em> i.e</em>. Christians, Jews, and Muslims, but not atheists (Study 2; Taiwanese students), and low implicit prejudice against ethnic (Africans) and religious (Muslims) outgroups (Study 3; Taiwanese students). The mean effect size of the East Asian religious (low) prejudice was<em> r</em> = -.21. Moreover, Westerners from a Christian background primed with Buddhist pictures showed higher prosociality and, those valuing universalism, lower ethnic prejudice compared to the control, no pictures, condition (Study 4). Thus, the general idea that religion promotes prejudice lacks cross-cultural sensitivity: East Asian religion seems to be followed by low prejudice with regard to many, though not all, kinds of outgroups.
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Mostitskaya, Natalia. "Interpretation of Religious Architecture Symbols in a Communicative Space of Religious Feasts." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.45.

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Reports on the topic "Pictures in religious education"

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Kapriev, Georgi. COVID-19: Crisis, Social Panic, Religious and Academic Life in Bulgaria. Analogia 17 (2023), March 2023. http://dx.doi.org/10.55405/17-5-kapriev.

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This paper reflects on the effects of the COVID-19 pandemic on religious life in Bulgaria, especially in the Orthodox Church, and on the sphere of academic teaching. The picture that emerges against the background of the moderate COVID-19 measures and the non-closure of churches is rather disturbing, given the aggressive attacks by non-believers against ecclesial practice. It testifies to widespread superstition and deep theological ignorance even among those who designate themselves as ‘Orthodox Christians’. The compromise of university education during the COVID-19 panic and the radical changes to the social way of thinking go—as a basis of the perplexity of the social mind—hand in hand with the destruction of the democratic world order by Russia’s war against Ukraine.
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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Bazzi, Samuel, Masyhur Hilmy, and Benjamin Marx. Islam and the State: Religious Education in the Age of Mass Schooling. Cambridge, MA: National Bureau of Economic Research, May 2020. http://dx.doi.org/10.3386/w27073.

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Tadros, Mariz, ed. What About Us? Global Perspectives on Redressing Religious Inequalities. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/creid.2021.005.

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How can we make religious equality a reality for those on the margins of society and politics? This book is about the individual and collective struggles of the religiously marginalised to be recognised and their inequalities, religious or otherwise, redressed. It is also about the efforts of civil society, governments, multilateral actors, and scholars to promote freedom of religion or belief (FoRB) whatever shape they take. The actors and contexts that feature in this book are as diverse as health workers in Israel, local education authorities in Nigeria, indigenous movements in India, Uganda, or South Africa, and multilateral actors such as the Islamic Development Bank in Sudan and the World Bank in Pakistan. Some of the case studies engage with development discourses and narratives or are undertaken by development actors, while other cases operate completely outside the international development paradigm. These case studies present some important insights, which while highly relevant for their contexts also draw out important insights for academics, practitioners, activists, and others who have an interest in redressing religious inequalities for socioeconomically marginalised populations.
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Howard, Joanna, Oluwafunmilayo Para-Mallam, Plangsat Bitrus Dayil, and Philip Hayab. Vulnerability and Poverty During Covid-19: Religious Minorities in Nigeria. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/creid.2021.013.

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The Covid-19 pandemic has had direct and indirect effects on religiously marginalised groups, exacerbating existing inequities and undermining ambitions for those ‘furthest behind’ to be reached and supported through the Sustainable Development Goals (SDGs). The intersection of religious identity, socioeconomic status, geographic location, gender, and age compound vulnerability to violence and its impacts. This policy briefing, written by Dr Joanna Howard, Professor Oluwafunmilayo Para-Mallam, Dr Plangsat Bitrus Dayil, and Dr Philip Hayab, draws on research into the experiences of the pandemic by religious minorities living in Kaduna and Plateau states in Nigeria and finds that the pandemic deepened pre-existing ethno-religious fault lines. Exacerbated by ongoing insecurity, it contributed to increased poverty, with women particularly affected, and worsening mental health, with people experiencing fear, frustration, and depression. There are also long-term consequences for development; for example, on children’s education.
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Kirkpatrick, Cletus. Differences in the attitudes of church-attending Catholics toward changes in religious beliefs and practices correlated with age and education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1427.

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Mallard, Timothy S. Consider the Call: A Vocations Resource Manual for Army Chaplains, Chaplain Assistants, and Directors of Religious Education (From a Christian Faith Perspective). Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada399172.

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Al-Qaddo, Syria Mahmoud Ahmad. Shabak Women in the Nineveh Plain: The Impact of Intersectional Discrimination on their Daily Lives. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/creid.2022.008.

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This CREID Policy Briefing provides recommendations to address the discrimination and marginalisation faced by the Shabak community in the Nineveh Plains in Iraq. Shabak women in Iraq live within a tribal, religious and patriarchal society. Priority is given to men in terms of education, employment, public life, personal freedom and inheritance. This means that, while all Shabak people have suffered from years of conflict and marginalisation as a religious minority group, women and girls face particular forms of intersectional discrimination. Today more Shabak women go to school and university, and participate in political processes, but these developments have not been consistent or comprehensive for all Shabak women.
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Sultan, Sadiqa, Maryam Kanwer, and Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.011.

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Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.
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Suleman, Naumana. Experiences of Intersecting Inequalities for Christian Women and Girls in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.013.

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In Pakistan, where gender-based discrimination is already rampant, women and girls belonging to religious minority or belief communities face multiple and intersecting forms of discrimination over and above those faced by an average Pakistani woman and girl. This policy briefing shares findings from a study on the situation of socioeconomically excluded Christian women and girls in Pakistan. During the research, they discussed their experiences of different forms of discrimination, which predominantly took place within their workplace (largely sanitary, domestic and factory work) and educational institutes, particularly in government schools. They described being restricted in their mobility by their families and communities who are fearful of the threats of forced conversion, and both poor and affluent women relayed experiences of harassment at healthcare and education facilities once their religious identity is revealed.
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