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1
Ningsih, Tutuk. "Pendidikan Multikultural Dalam Membentuk Karakter Bangsa Melalui Pembelajaran IPS Di Sekolah Confucius Terpadu SD Mulia Bakti Purwokerto Kabupaten Banyumas." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 22, no. 2 (2018): 366–77. http://dx.doi.org/10.24090/insania.v22i2.1225.
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The purpose of this study is to find and describe the multicultural education in forming the character of the nation through social sciences learning. The approach considered suitable for this type of research is qualitative. The results of this study obtained some informations, 1) Multicultural education in forming the character of the nation through social sciences learning at Integrated Confucius Elementary School Mulia Bakti Purwokerto has been done by adjusting subject matter of social sciences in each class, from class I to class V associated with multicultural education. 2) Multicultural education in the empowerment of school culture, social structure and education of equal / fair in forming the character of the nation through social sciences learning at Integrated Confucius Elementary School Mulia Bakti Purwokerto has been done by the teachers welcome their students coming every morning, the students shake hands and the teachers fix the students' uniforms and tidy up the hair sometimes. Greetings with smile and polite routinely is always getting used. In school there is no distinction, all students get the same recognition, whether they are Muslim or non-Muslim, they are included in every activity, break fasting togheter, feast day, Chinese New Year, and other activities. 3) Multicultural education can be seen from terms of solidarity, cooperation, tolerance, in forming the character of the nation through social sciences learning. The activity of teacher and student in the classroom as well as in schools is done together so that the differences from religion, tribe, culture are not visible in order to maintain cohesiveness in the classroom. In terms of solidarity, students play like students in other schools, they play without discriminating caused by their origins, they also exchange information about their daily religious activities and the good lessons of their religion.
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Christian, Beverly. "Developing a Nexus between Christian Worldview and the Social Sciences in Pre-Service Teachers." Journal of Christian Education os-52, no. 2 (2009): 66–77. http://dx.doi.org/10.1177/002196570905200207.
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Salmon, James F. "Sts Issues for Teachers of Religion." Bulletin of Science, Technology & Society 7, no. 1-2 (1987): 103–5. http://dx.doi.org/10.1177/027046768700700117.
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Ladykowska, Agata, and Detelina Tocheva. "Women Teachers of Religion in Russia." Archives de sciences sociales des religions, no. 162 (July 1, 2013): 55–74. http://dx.doi.org/10.4000/assr.25051.
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Fatonah, Isti. "The Role of Multicultural Education towards the Strengthening of Bhinneka Tunggal Ika (Case Study University of Muhammadiyah Metro)." ADDIN 13, no. 1 (2019): 149. http://dx.doi.org/10.21043/addin.v13i1.2871.
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<p>The religious conflicts seem to correlate strongly with factors of non religion. Religion is usually a factor triggering the riots that preceded the conflict with economics, such as snatching parking lots, the area, and other factors. In other words, a small conflict often happens to be a huge deal. Multicultural education is education which notes the skill and knowledge base for the citizens of the world, it is important for students, penetrating all aspects of the education system, develop the attitudes, knowledge, and skills that enable students working for social justice. Process when a teacher and students together learn the importance of cultural variables for academic success as well as implement science education provides a critical attention to the social sciences and to help students to develop skills. Multicultural education is very important to minimize and prevent the occurrence of conflicts in some regions. Through education-based, multicultural attitudes and mindsets (the thinking) students will be more open to understand and appreciate diversity. In addition, the multicultural education are also useful for establishing ethnic diversity, race, religion, and culture (promoting diversity values). A key aspect in implementing multicultural education in schools is the absence of a policy that inhibits tolerance, including the absence of affront to race, ethnicity, and gender, cultivate sensitivity to against cultural differences.</p>
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Setyawan, Nathanael Bagas, and Ridwan Arifin. "ANALISIS PERLINDUNGAN TERHADAP TOLERANSI KEBEBASAN BERAGAMA DI INDONESIA DALAM PERSPEKTIF HAK ASASI MANUSIA." Nurani: Jurnal Kajian Syari'ah dan Masyarakat 19, no. 1 (2019): 27–34. http://dx.doi.org/10.19109/nurani.v19i1.3100.
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Activities to religion are generally carried out by all religious communities in the world without limiting an activity in the process, because it can disrupt the worship process. But in its implementation, especially in Indonesia, the public is less aware of the importance of tolerating religious freedom in order to prevent religious conflicts in the concept of Human Rights. Historically, religious problems are a social problem because they involve the lives of people who cannot be separated from the study of social sciences. Therefore, the religious sciences are essentially parts of Sociology, Psychology and Anthropology. Whereas the issue of religious intolerance in Indonesia is a crucial problem, because these problems can divide the Indonesian people, even though religious problems are a problem that does not need to be exaggerated because in essence every religion teaches good things so that the issue of religious freedom of others is in vain. So from that a country needs to have a law to regulate the existing government system, one of which is to regulate religion in Indonesia. Religion in Indonesia itself has been regulated in chapter XI of Religion in Article 29 paragraph (2) where the State guarantees the independence of each resident to embrace their respective religion and to worship according to that belief. Not only about religious freedom, the context of violations concerning religion in Indonesia has also been regulated in law, but the public still underestimates the law because they themselves are also taboo on the laws that apply in Indonesia. Problems concerning religious intolerance can be prevented through counseling on vulnerable areas that will cause religious commotion, so that the pillars of nationality contained in the Pancasila can still survive and run as they should. This study analyzes the Protection of Religious Freedom in Indonesia in the perspective of Human Rights in Indonesia.
 Keywords : Agama, intoleransi, konflik, kebebasan, perlindungan hukum.
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Kim, Oh Myo, Kevin C. Hynes, and Richard M. Lee. "Guatemalan family-style orphanages: A grounded theory examination of caregiver perspectives." International Social Work 60, no. 5 (2016): 1244–54. http://dx.doi.org/10.1177/0020872816632292.
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This study is an exploratory qualitative examination of two separate non-profit family-style orphanages in Guatemala. The researchers used a grounded theory approach to study semi-structured interviews of caregivers ( N = 20). Caregivers mainly consisted of ‘ tias’ who lived with the children and teachers who taught the children at the schools associated with the orphanage. The following categories emerged from the data: sense of belonging, hope for the future, and the importance of structure (e.g. organization and schedule). There was also an emphasis on religion in both the sense of belonging and hope for the future categories. This study adds to the emerging research regarding family-style orphanage care and focuses on caregiver perspectives.
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Vickers, Lucy. "Religion and Belief Discrimination and the Employment of Teachers in Faith Schools." Religion & Human Rights 4, no. 2-3 (2009): 137–56. http://dx.doi.org/10.1163/187103109x12459002443655.
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AbstractThis article considers the extent to which the right to freedom of religion of teachers is adequately protected in English schools under the Employment Equality (Religion and Belief) Regulations 2003 and the Schools Standards and Framework Act 1998. It first considers the context in which religious schools operate, then considers the legislation that protects the religious freedom of teaching and non-teaching staff in state schools. It concludes that the legislative framework provides inadequate protection for the right of teachers to enjoy freedom of religion and belief, and, further, that the protection may not comply with EU standards protecting employees against religious discrimination.
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Neary, Aoife, Breda Gray, and Mary O’Sullivan. "Lesbian, Gay and Bisexual teachers’ negotiations of civil partnership and schools: ambivalent attachments to religion and secularism." Discourse: Studies in the Cultural Politics of Education 39, no. 3 (2017): 434–47. http://dx.doi.org/10.1080/01596306.2016.1276432.
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Sumadi, Tjipto, Elindra Yetti, Yufiarti Yufiarti, and Wuryani Wuryani. "Transformation of Tolerance Values (in Religion) in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 386–400. http://dx.doi.org/10.21009/jpud.132.13.
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Religious tolerance is a supporter of social harmony and brings a country to a better life. Instilling tolerance in early childhood is a challenge for early childhood educators. This study aims to describe the transformation of religious tolerance values by teachers in early childhood education. This research is a type of qualitative case study research model with researchers as observer participants. This research produces the following findings, that (1) transformation of tolerance values among religious communities, is explicitly not taught in Early Childhood Education (ECE) on the grounds that all students are of the same religion, (2) transformation of tolerance of values among religious students taught through learning integrated with other lessons, (3) although explicitly the values of tolerance among religious students are not taught, but the values of togetherness such as greeting, sharing something that is owned, and helping the needs of other students are taught by practicing at the same time.
 Keywords: Early Childhood Education, Tolerance Values in Religion
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 Ergun, S. J., & Rivas, M. F. (2019). The effect of social roles, religiosity, and values on climate change concern: An empirical analysis for Turkey. Sustainable Development, 27(4), 758–769. https://doi.org/10.1002/sd.1939
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Azeem, Muhammad, M. K. Sangi, and Komal Ansari. "FOREGROUNDING OF POSTCOLONIAL ELEMENTS IN HANIF KUREISHI’S THE BLACK ALBUM." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1018–26. http://dx.doi.org/10.18510/hssr.2021.93100.
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Purpose of the study: This study aims to examine the postcolonial elements i.e, hybridity, mimicry, and ambivalence concerning Hanif Kureishi’s novel The Black Album (1995). The protagonist of the novel faces religious, economic, social, racial, and ethnic identities in a tormenting and perturbing social order of England.
 Methodology: This article is based on inductive reasoning and thus exploratory due to its qualitative nature. A close reading method is applied to the text of this paper. For this purpose, the researcher has read carefully the book Close Reading (The Basics 2018) by David Greenham. The method consists of five stages through which the paper scrutinized.
 Main Findings: The researcher endeavors to find out religious, economic, ethnic, cultural, and social factors behind the identity crisis faced by the protagonist. Hybridity, mimicry, assimilation, and ambivalence play a very vital role in the social life of the protagonist. The researcher found that Shahid Hassan is caught between two identities i.e, Islamic fundamentalism and liberalism. Islamic fundamentalism offered him much peace and satisfaction with the Islamic religion whose leader is Riaz Al Husain but the liberalism attracts his attention with drugs, sex, music, freedom, rock n` rolls, and carefree life in form of Deedee Osgood who is his mentor and is a college lecturer too. He becomes the victim of hybrid identity and remains in an ambivalent state of mind. Being a British immigrant, he always remains in search of his true identity. Being a postcolonial novel, it helps the students, teachers, and literature lovers to know about the biased and rude behaviour of the whites towards non-whites.
 Application of the study: Foregrounding of postcolonial elements is very significant only in the field of postcolonial study because it highlights economic, religious, political, social, cultural, and ethnic factors of identity crisis.
 Novelty/Originality of this study: This study is an original contribution as it examines the economic, political, racial, social, and ethnic issues faced by the protagonist. The researcher employed Homi Bhabha’s postcolonial elements to examine the identity crisis faced by the protagonist. Moreover, the close reading method for data analysis is based on originality as well as novelty.
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Ashraf, Muhammad Azeem, David A. Turner, and Rizwan Ahmed Laar. "Multilingual Language Practices in Education in Pakistan: The Conflict Between Policy and Practice." SAGE Open 11, no. 1 (2021): 215824402110041. http://dx.doi.org/10.1177/21582440211004140.
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This study examines the language practices in educational settings in Pakistan, taking the multilingual groupings in society into account. In Pakistan, each province is linked to the single or multiple identities of its people and the languages spoken by the majority. The national language Urdu is limited to educational settings and its function as a lingua franca. English serves people in authority, in offices, and in educational settings. Through discourse-ethnographic analysis, this study examines the individual and joint actions of policymakers and teachers to understand the role of language in educational policy and its practice in educational settings. The interview data identified issues regarding the relationship between language, identity, nation, region, religion, power, and personal attainment in regional, national, and international settings. Moreover, the power of national education policy to produce adequate results is limited by the regional discourses that policymakers ignore. This study concludes by arguing that policy practices for language-in-education in multilingual societies require thoughtful planning which should be informed by local conditions and requirements for its better implementation.
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Zeller, Benjamin E. "Science as Social Identity Marker." Nova Religio 14, no. 4 (2011): 30–53. http://dx.doi.org/10.1525/nr.2011.14.4.30.
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This article considers the place of science in the thought of three Unificationist groups in the United States from 1959 to 1971, those operated by Young Oon Kim, David S. C. Kim and Sang Ik Choi, all associated with Sun Myung Moon's Unification Church. The manner in which these groups treated science reveals and illuminates a number of distinct characteristics of each one: demographic draw, sub-cultural identity, historical context and perspective on modernity. The way these three Unificationist groups and their teachers talked about science reveals how their shared Unificationist worldview condensed those multiple characteristics and forces in different manners. Science functioned for each group as a powerful symbol of modernity, allowing each one to define itself, its relation to the wider world and its overarching goals.
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Löffler, Winfried. "Secular Reasons for Confessional Religious Education in Public Schools." Daedalus 149, no. 3 (2020): 119–34. http://dx.doi.org/10.1162/daed_a_01807.
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The cultural importance of religion and its ambiguous potential effects on the stability of liberal democracy and the rule of law recommend including information about religions in public school curricula. In certain contexts, there are even good secular reasons to have this done by teachers approved by the religious communities for their respective groups of pupils, as is being practiced in various European states (with a possibility of opting out, with ethics as a substitute subject in some schools). Is this practice compatible with the religious neutrality of states? An illustrative analysis shows how suitable criteria for the admission of religious groups to offering religious education can block the objection of undue preference. Like any solution in this field, it is not immune to theoretical and practical problems.
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Üredi, Lütfi. "Conceptions of Class Teachers on Democracy and Diversity." Acta Educationis Generalis 10, no. 3 (2020): 151–64. http://dx.doi.org/10.2478/atd-2020-0027.
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AbstractIntroduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study.Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data.Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers.Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005).Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.
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Üredi, Lütfi. "Conceptions of Class Teachers on Democracy and Diversity." Acta Educationis Generalis 10, no. 3 (2020): 151–64. http://dx.doi.org/10.2478/atd-2020-0027.
Full textAbstract:
Abstract Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study. Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data. Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers. Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005). Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.
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Sibtain, Masroor, Asad Javed, Talha Aslam, and Zafar Iqbal. "DIASPORIC AND CROSS-CULTURAL IDENTITIES IN PAKISTANI FILM KHUDA KE LIYE (IN THE NAME OF GOD)." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1123–29. http://dx.doi.org/10.18510/hssr.2021.93120.
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Purpose: The study aims to identify the various diasporic identities, hybrid identities, and identity crisis analyses of a Pakistani film, ‘Khuda Kay Liye’ released on July 20, 2007, written, directed, and produced by Shoaib Mansoor. 
 Method: The present study is qualitative by nature and interpretive by approach. The researchers collected the primary data from the film watching it profoundly. The secondary data was collected from the various relevant articles published in periodicals/journals to build the theoretical argument—analyzing the data utilizing the thematic analysis technique. 
 Main Findings: This qualitative analysis enlightens more significant issues about diaspora and identities in the focused film. Individuals in the film represent themselves distinctive living in another society, culture, or religion, practicing their native (Pakistani) cultural norms and ideologically. Moreover, as a subordinate ethnic group, specifically Muslim characters in the film, face discrimination and oppression. Through qualitative discussions based on excerpts dealing with socio-cultural behavior, the researchers concluded that diasporic identities constitute the core thematic content of the film.
 Application of the Study: The study would be significant for understanding diasporic and hybrid identities. The academic researcher may adopt the theoretical framework of the present research to employ it on the other genres of Pakistani literature to find the diasporic identities and identity crises. The teachers of Pakistani literature would also seek help to understand and teach the concepts analyzed in the research.
 The Study’s Originality: The study is contemporary as it employs conceptual, theoretical frameworks to explore the diasporic features in a film.
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Awang, Jaffary, Mutsalim Khareng, Zaizul Ab Rahman, Rohanee Machae, and Khaidzir Ismail. "Social Interaction: A Study on the Openness Attitude of Both Religion Believers towards the Other Believers in the Southern Thailand." Asian Social Science 12, no. 7 (2016): 66. http://dx.doi.org/10.5539/ass.v12n7p66.
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<p>The Southern of Thailand citizens are known as the plural society that possesses various different religions. Even though the citizens are from multi-religious society, the majority of them are Muslims and followed by the Buddhists. It is a continuous issue for the religious believers in the Southern of Thailand in communicating with the other religious believers. Their interaction process is always accompanied by the suspicion and doubt among each other. Among the concepts of harmonious living in a religious pluralism society, openness attitude is the most important basic concept. It plays the significant role as a tool to form a good relationship among people. Therefore, this study is meant to scrutinize to which extent the religious teaching that teaches on the religious harmonious of life influence its believers in interpreting it to an openness attitude in their daily interaction. This study utilised two main methods namely the qualitative and the quantitative approaches. The results from the descriptive analysis depict that most of religious believers in the Southern of Thailand possess the openness attitude in interacting with the other believers at a good level as 40.02% of them agreed, and 30.96% of them strongly agreed on the issue. Hence, the findings have convinced the study that majority of the citizens in the Southern of Thailand are highly motivated to live harmoniously. Nevertheless, it cannot be denied that there are some of the religious believers failed to practice the openness attitude when interacting with the other believers, so it is a must to identify the causes in order to offer the best solution for it.</p>
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Fauzi, Muhammad Sya'dullah, and Zaimatuz Zakiyah. "The Values of Integration-Interconnection in the Material of Arabic Textbook for Islamic Senior High School in Indonesia." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 9, no. 1 (2021): 67–84. http://dx.doi.org/10.23971/altarib.v9i1.2584.
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As one of the scientific disciplines in the sociolinguistic field, Arabic is often only fixated on the concept of language without involving other scientific studies, thus giving birth to Arabic learners who are less responsive to the times. This study aims to analyze the values of integration-interconnection contained in the material in the Arabic textbook class XII Islamic Senior High School published by the Indonesian Ministry of Religion, supported by other relevant documents using a literature study. The data collected in the field were analyzed using descriptive-qualitative. This study indicated that the five chapters has already contained the value of integration-interconnection between religious, scientific, and social sciences. However, there were no value in scientific knowledge found in Chapter II and III. Also, the result of this study needed to be emphasized the application of the value of integration-interconnection in Arabic learning. It is not enough to rely only on textbooks alone, but it also requires the presence of teachers who participate in extracting other scientific values. The results are expected to contribute to improving the concept of Arabic textbooks, which contain the value of integration-interconnection. Further research is expected to explore the value of integration-interconnection at every level of education. It is highly expected that this will create Arabic language learning that can meet other scientific disciplines.
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Lucas, Phillip Charles. "Non-Traditional Modern Advaita Gurus in the West and Their Traditional Modern Advaita Critics." Nova Religio 17, no. 3 (2013): 6–37. http://dx.doi.org/10.1525/nr.2014.17.3.6.
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The Modern Advaita movement has undergone a split between two factions: one remains committed to a more traditional articulation of Advaita Vedanta, and the other has departed in significant ways from this traditional spiritual system. Over the past fifteen years, the Traditional Modern Advaita (TMA) faction has launched sustained and wide-ranging criticism of Non-Traditional Modern Advaita (NTMA) teachers and teachings. This article identifies the main themes of TMA criticisms and interprets their significance using insights from the social sciences and history of religions. I suggest that some reconfiguring of the Advaita tradition is necessary as it expands in transnational directions, since the structures of intelligibility from one culture to another are rarely congruent. Indeed, adaptation, accommodation and reconfiguration are normal and natural processes for religious traditions expanding beyond their indigenous cultural matrices. In the end, the significant questions for Advaita missionaries to the West may be how much accommodation is prudent, how rapidly reconfiguration should take place, and what adaptations are necessary for their spiritual methodology not only to survive but also thrive in new cultural settings.
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Yonan, Edward A. "Religion Confronts the Social Sciences." Numen 40, no. 2 (1993): 184–87. http://dx.doi.org/10.1163/156852793x00130.
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Nivala, Elina, and Päivikki Rapo. "Insights into social pedagogical research and discussion in Northern Europe – Report from NERA2018 Congress in Oslo." Papers of Social Pedagogy 9, no. 2 (2018): 58–63. http://dx.doi.org/10.5604/01.3001.0012.4388.
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The 46th NERA Congress was held on March 8th to 10th 2018 at the University of Oslo. NERA is the Nordic Educational Research Association that brings together researchers in the field of educational sciences in the Nordic countries. An essential part of the association and of the congress are NERA’s 24 networks that are organised around different subject areas in educational sciences like early childhood research, youth research etc.. There is a network also for social pedagogy. Its aim is to develop and strengthen the cooperation between researchers and professional groups, engaged or interested in the field of social pedagogy, in the Nordic countries and even wider in Northern Europe like in Poland and Germany. It is currently coordinated by six researchers from five different countries: Denmark, Finland, Iceland, Norway, Poland and Sweden. The theme for NERA2018 congress was Educational Research: Boundaries, Breaches and Bridges. The Social pedagogy network had organized altogether four sessions during the congress dealing with topical issues in the field of social pedagogical research. These sessions included two roundtable discussions, the first one dealing with sensitive research and the second one on social pedagogy at schools. In addition to the roundtables there was one symposium considering research in the area of asylum seekers and refugees, and one session was for traditional paper presentations. The countries that were represented in network sessions were Denmark, Sweden, Norway, Iceland, Finland, and Poland. The sessions awakened animated conversations between participants. One common topic of the discussed issues related to the role and transformation of social pedagogy in changing societies. The sessions of the social pedagogy network were opened up by the roundtable discussion on sensitive research. The leading question for the short presentations of the roundtable participants was: how to research in cooperation with extremely vulnerable people. We heard two interesting presentations by Irena Dychawy Rosner from Malmö University and by Aneta Ostaszewska from the University of Warsaw that giuded us to a discussion about how to support the participation in social pedagogical research of e.g. women working in prostitution so that not just their anonymity and well-being during the research process are secured but also their autonomy and agency could be supported. The research examples shown in the presentations were so fascinating that the discussion around them filled up all the time of the roundtable although we had planned to have four presentations instead of two but there had been two cancellations. The second session following the roundtable was a traditional paper presentation session. Even this session had one last minute cancellation – we assumed it was because of the flue season – so we had two presentations by Jan Arvid Haugan from the Norwegian University of Science and Technology and Vilborg Jóhannsdóttir from the University of Iceland. Jan Arvid’s presentation was on ’Coping strategies and resilience in upper secondary school’. He shared with us some social pedagogically interesting findings about the background factors behind school drop-out. He himself told us that he was not familiar with the social pedagogical discussion but he had thought that his research findings could be of use in our field when we are trying to find out ways how to support the integration of young people. And he certainly had right. Vilborg’s presentation on the other hand was very interesting for another reason: it was about Icelandic social pedagogy, which differs quite a lot from the understandings of social pedagogy in other Nordic countries. In Iceland, the social pedagogical practice concerns almost only work with people with disabilities. The professional education, role and perspectives of social pedagogy have developed in line with the paradigm change rooted in the CRPD (Convention on the Rights of Persons with Disabilities), which has replaced the medical understanding of disability by the social relational understanding of disability. For example in Finland, the social pedagogical discussion and practice have focused very little on people with disabilities. The second roundtable was on social pedagogy at schools. There were four short presentations leading to a common discussion about the role that social pedagogy and social pedagogues have and could have at schools in different Nordic countries. Vilborg Jóhannsdóttir shared us more thoughts on social pedagogy in Iceland concentrating now on the work that the social pedagogues are doing in inclusive schools. Their role seems to be very essential in supporting the education of disabled children and young people in ’normal’ schools but it is at the same time quite controversal. Amela Pacuka from the Oslo Metropolitan University asked us in her presentation: What social pedagogy is for? She had a very critical perspective towards social pedagogy as it is practiced in Norway at schools: trying to find a balance between measurement, quality assurance, testing and relations work. Margareta Fehland and Mikael Boregren from Malmö University presented a project that they have been working on developing a new way of listening to kids in school. Their presentation roused a lively discussion about empathy and about the possiblity to teach empathy in social pedagogical studies. Interestingy, discussion about empathy and about teaching empathy has just recently awaken in the Finnish social pedagogical discussion. Eija Raatikainen, Leigh Anne Rauhala and Seija Mäenpää from Metropolia University of Applied Sciences have published an article about professional empathy called ’Qualified Empathy: A key element for an empowerment professional’ in the Finnish journal of social pedagogy. It is available online in English (Raatikainen, Rauhala, Mäenpää 2017). The last peresentation in the roundtable was about social pedagogical thinking at schools in Finland, presented by Elina Nivala from the University of Eastern Finland. It described social pedagogy as an approach rather than a profession meaning that different professionals at school can have a social pedagogical orientation in their work: A teacher, a special education teacher, a school social worker and even a school nurse can have a social pedagogical mindset in their work e.g. when building pedagogical relations and working holistically with the pupils, supporting their participation and finding ways to strengthen the school community and well-being of everybody at schools. All of them can be considered social pedagogues at schools if they want to develop their work based on social pedagogical thinking. The last session organised by the Social pedagogy network was the symposium called ’How to research in the area of asylum seekers and refugees’. It included originally six presentations: two from Finland and four from Denmark but two of those from Denmark were cancelled. The two presentations from Finland were ’Acts of citizenship in reception centre’ by Päivikki Rapo, and ’Life on hold? – A research project on agency and belonging of asylum seekers’ by Elina Nivala, both of them from the University of Eastern Finland. The Danish presentations were ’How do asylum-seekers experience a sense of meaningfulness in their everyday life in asylum-centres’ Anna Ørnemose, Lene Løkkegård and Lis Leleur, and ’Creating a sense of meaning in connection to school attendance of unaccompanied asylum seeking children’ by Nadia Klarsgaard & Kasper Drevsholt, all of them from the University College of Northern Denmark (UCN). The symposium had a wonderful opportunity to provide an arena for comparative discussion about social pedagogigal asylum research, which is a relatively new field in both countries. Discussions were animated but there could have been more time for comparative perspectives. This shows the need for more research and discussions on this field between different countries. One of the discussed topics concerned asylum seeker women and their possibilities to participation. According to observations of Danish researchers in an asylum center in Denmark, asylum seeker women were denied to get their own spaces. This was argumented with ideas of gender equality in Danish society. In Finland, the challenges on physical spaces of reception centres have also been discussed. Rapo (2018) made an ethnographic research in a Finnish reception centre for her master's thesis. In the observed reception centre, women's fragile position was understood and it was taken into account but even then some restrictions of spaces were noticed only later. It will be interesting to follow how practicies related to gender will transform in reception centres, as questions concerning gender, religion, culture and participation in Western societies are challenging. It is obvious that knowledge on participation and agency of asylum seeker and refugee women is much needed, and social pedagogical research could provide valuable perspectives and tools to produce it. All in all, the presentations and discussions during the sessions showed us very clearly that there is a lot of interesting research and work done in the field of social pedagogy in the Nordic countries. They also illustrated explicitly that the traditions in social pedagogical discussion and practice do differ quite a lot between different Nordic countries. Due to this, there should be more discussion about how social pedagogical practicies have developed historically in different societies and how they are defined theoretically. It is important to discuss critically how social pedagogical work is in practice but it would be of utmost importance to discuss as well how the practices are understood and represented in theory: what is it that makes something social pedagogical, how can it be conceptualised and what makes it different from other fields of practice. And the same goes to research: are there some elements that make research social pedagogical. We hope that the next NERA congress in Uppsala, Sweden on March 6th to 8th will provide an as lively arena for discussions than the previous one did and even more opportunities for critical reflection and shared moments of new understanding. We welcome all new researchers interested in social pedagogy to join us there.
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Budiaman, Budiaman, Komarudin Komarudin, Nuruddin Nuruddin, and Cecep Kustandi. "Learning Design on Social Studies Through Digital Book in Senior High School." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 09 (2021): 154. http://dx.doi.org/10.3991/ijim.v15i09.18435.
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The diversity of Indonesian society, from ethnicity, religion, race, and class, is a social asset that harmony must be maintained. Multicultural education has an important role in maintaining this harmony. Prospective social science education teachers must have an attractive learning design in increasing understanding related to multicultural education. This study aims to see the effect of digital book learning design on multicultural education for prospective teachers. Researchers collaborated with students of the 2017 social science education study program, faculty of social science, Jakarta State University. Analysis of learning outcomes with two-way MANCOVA analysis with one covariate. The results show the interest in learning multicultural education, a significance value of 0.955 which is greater than 0.05, then H0 is accepted. The significance value obtained from all outputs is 0.000 which is smaller than 0.05, so H0 is rejected. So, it can be concluded that there is an effect of using digital book learning media on students' multicultural education
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Mukhopadhyay, Averi. "Power Relations in the Force Field of Academia: A Close Reading of Srividya Natarajan’s No Onions Nor Garlic." SAGE Open 9, no. 1 (2019): 215824401983744. http://dx.doi.org/10.1177/2158244019837444.
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University campuses serve as second homes for students, teachers, administrators, and parents coming from diverse regions, religions, classes, castes, and different genders. Interaction and camaraderie between the major characters in the academe develop. The bonhomie that exists between the stakeholders of the academe has its own rules, rules that are marked by the interference of power. The one wielding more power by virtue of one’s position, class, caste, or gender tries to dictate the terms of a particular relationship. Relations evolve as power relations, whereby a specific code of conduct regarding speech, behavior, thought, writing, love, and life is laid down for all—from administrators and professors to students and parents. This article studies how in a location as specific as Chennai University as described in Srividya Natarajan’s No Onions Nor Garlic, the ideological prejudices and hierarchical divisions highlighted by the play of power affect the daily life of the academe and chart out the course of action for everyone, from professors, students, high caste, low caste to men and women, involved in power relations. On the basis of that, this article suggests power in general serves not only to suppress the powerless but is productive also, as countering power with power creates a proper kind of resistance that blurs the difference between the agent and the target of power in power relations.
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Bussert, Leslie. "Americans’ Tolerance of Racist Materials in Public Libraries Remained Steady between 1976-2006." Evidence Based Library and Information Practice 7, no. 1 (2012): 116. http://dx.doi.org/10.18438/b83313.
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Abstract
 
 Objective – To determine the general public’s levels of social tolerance toward public library materials containing racist content in order to present opinion data to librarians within a framework of scholarly perspectives that they can use for making decisions about intellectual freedom and controversial materials in libraries.
 
 Design – Percentage and regression analysis of the General Social Survey longitudinal trend study dataset.
 
 Setting – United States, 1976-2006.
 
 Subjects – Random samples of 26,798 primarily English-speaking adults aged 18 and up.
 
 Methods – The author analyzed responses from the well-respected and frequently used General Social Survey (GSS), which has been conducted by the National Opinion Research Center since 1972. The GSS is a closed-ended survey including a variety of demographic measures. Between the years 1976 and 2006, it also included a question to gauge the support of removing a book with racist beliefs about African Americans from the public library. The surveys were conducted irregularly over this thirty-year span, and in total the question was asked nineteen times garnering 26,798 responses. Spanish speakers were not included until 2006.
 
 The author examined the data in multilevel cross-tabulations using percentages, and calculated chi-square for independence using frequencies. A multiple regression analysis was conducted to determine the predictive value of the independent variables examined on opinions of book removal. The author examined different variables, including education level, race, age, parental status, sex, geographic factors, religious affiliation, political party, and political conservatism. Occupation was not used in the regression analysis because sample sizes in some categories were too small. The two ordinal variables, age and education level, were available as ratio level data that are most appropriate for regression calculations.
 
 Due to the large sample size, very small differences in percentages are significant at the .000 level. In these cases the author made judgment as to whether these differences were meaningful, or divided the data into multi-layer cross-tabulations to reduce the sample size and make the significance test more informative.
 
 Main Results – Analysis revealed the most influential predictors of support for book removal from the public library were education level, religious affiliation, and race. Age was particularly influential for older respondents, while occupation and living in the South were moderately influential. Variables with only slight correlations to support of book removal included political party affiliation and conservatism, parental status, and sex.
 
 Across all years of the study only 35.3% of respondents supported removal of racist materials from the public library. Levels of support only changed slightly over the decades: in 1976, 38.1% supported removal while in 2006 only 34.5% did.
 
 The mean age of respondents was 44.1 years and the median was 42 years. Respondents over 57 years old were more likely to support removal (43.5%) compared to younger ages whose support ranged from 31.1–34.1%. The largest change over time was seen from respondents 57 years and older, whose support for removal dropped in later years of the study.
 
 Education level had a strong impact on opinions; the lower one’s education level, the higher their support for removal of the racist book from the public library. Of those with less than a high school degree, 50.6% supported removal versus 35.8% of high school diploma holders. Respondents with junior college, bachelor’s, and graduate degrees supported removal at 29.2%, 20.5%, and 15.3%, respectively. Over time, those with high school degrees maintained their level of support for removal while those with higher levels of education increased their support for removal.
 
 Race was strongly related to opinions on removing offensive items from the library. While half of African American respondents supported removing a racist book, only one-third of white respondents did. However, in all but a few subcategories of analysis, the majority of African Americans did not support removal, indicating a great deal of social tolerance on their part despite the possibility of being more sensitive to the implications of having racist materials in the library. When cross-tabulated with education level, the same pattern of support for removal was reproduced. There was little variation over time in white respondent’s opinions while African Americans’ varied slightly.
 
 Geographic factors affected opinions supporting removal of racist materials, though place size only had a small impact on opinions. Respondents in the South were most likely to support removal (42.1%) and those in New England were least likely (25.2%). About one-third of respondents from the Midwest (33%), Mid-Atlantic (36%), and the West (29.8%) supported removal. Opinions over time remained the same in all regions but the South, whose support of removal dropped to 38.8%. 
 
 Religion was found to correlate with opinions on removing racist books from the library. Protestants showed the highest level of support for removal (39.5%), followed by Catholics (32.3%), Jews (21.7%), and respondents unaffiliated with religion (20.5%). Race had a strong impact within some religions on supporting removal, particularly among Methodists and those claiming no religion. When opinions by religion were cross-tabulated with education level, at every level Baptists were more likely to support removal than other groups, while Jews and those without religious affiliation were least likely. 
 
 Other demographic variables had little effect on opinions concerning removal of racist materials from the library. Parents supported removal (37%) while nonparents were less likely to (30%), and men and women were almost equally likely to support removal (33% and 37% respectively). Political affiliation and level of conservatism only showed slight effects on opinions supporting removal. By a small margin Democrats were most likely to support removal (39.2%) followed by Republicans (34%) and independents (32.5%). Across the conservatism spectrum, moderates were most likely to support removal (37.7%) followed by conservatives (36.4%) and liberals (29.9%).
 
 The author also examined whether a respondent’s occupation influenced their opinions and focused this inquiry on the professions of library workers and educators. Librarians were overwhelmingly against removal of racist materials while library paraprofessionals were less likely to support it than other workers with a similar level of education. College and university teachers in disciplines other than library and information science were divided but in comparison to other similarly educated professions they were less likely to support removal. School teachers were significantly more likely to support removal than other occupations also requiring a bachelor’s degree.
 
 When contrasted with controversial materials of other types, such as those by openly homosexual or communist authors, different patterns of support for removal over time were observed. Support for removal of books by homosexuals and communists declined significantly over the decades. Similar to the support of the removal of racist materials, education and religious affiliation were the variables most highly correlated to support of removal of these other types of controversial books. 
 
 Conclusion – The discomfort among Americans over the free expression of exclusionary speech about African Americans remained relatively consistent over the years of the study (1976 – 2006) despite some shifts within particular demographic categories. Tolerance toward free expression by homosexuals and communists increased over time, demonstrating exclusionary speech may be perceived as a different type of social threat. Librarians can use this information to: better understand how non-librarians view intellectual freedom in the context of materials with offensive content; inform collection development decisions and predict likelihood of challenges based on the demographics of their user communities; and to educate the public and library stakeholders of the implications of challenging these kinds of items within a library’s collection through upholding their professional values. Librarians should continue to serve their communities by acting as champions of intellectual freedom and to uphold the profession’s rigorous standards. The author suggests future research could: address attitudes about materials with racist views of populations other than African Americans; look for differences in opinions among library users versus non-users; and differentiate between adult and children’s materials containing controversial topics.
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Somen, Tugba, and Azer Dogus Somen. "Occupational problems of social sciences teachers." Procedia - Social and Behavioral Sciences 9 (2010): 313–17. http://dx.doi.org/10.1016/j.sbspro.2010.12.156.
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Suciptaningsih, Oktaviani Adhi, and Titik Haryati. "Teaching Social Sciences through Ethnophotography." KOMUNITAS: International Journal of Indonesian Society and Culture 7, no. 2 (2015): 316–23. http://dx.doi.org/10.15294/komunitas.v7i2.4841.
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Curriculum 2013 requires teachers to be more creative in compiling teaching materials which are innovative, varied, exciting, contextual, and in accordance with learners needs to achieve learning objectives. This research aims at developing IPS materials for VII graders of Junior High School (SMP) based on ethnophotography. This study used Research and Development design (R & D). The results were analyzed by qualitative analysis technique. The results show that most social studies (IPS) teachers have not yet developed the IPS materials for VII graders of SMP which is relevant to the environmental conditions. The ethnophotography was used to determine the development of IPS materials by photographing/taking pictures of each regional potential to be used as supporting material in IPS materials. Through ethnophotography, the students would be more interested and easier to learn the material, and at the same time, they learn a variety of regions potential. In conclusion, the IPS material based on ethnophotography can be used as one of the ways to develop teaching materials to get more effective and efficient learning because students can easily understand the material through the photographs displayed in the teaching materials because the photographs show a variety of things around it.
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Garrett, William R., and Darwin L. Thomas. "The Religion and Family Connection: Social Sciences Perspectives." Review of Religious Research 31, no. 1 (1989): 106. http://dx.doi.org/10.2307/3511030.
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Spickard, James V., and James A. Beckford. "Social Theory and Religion." Sociology of Religion 65, no. 4 (2004): 417. http://dx.doi.org/10.2307/3712323.
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Mirola, William A., and Paula D. Nesbitt. "Religion and Social Policy." Sociology of Religion 64, no. 2 (2003): 282. http://dx.doi.org/10.2307/3712381.
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Campiche, Roland. "Religion, statut social et identité féminine / Religion, Social Status and Feminine Identity." Archives de sciences sociales des religions 95, no. 1 (1996): 69–94. http://dx.doi.org/10.3406/assr.1996.1037.
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Petersen, William. "Social consequences of religion." Society 40, no. 2 (2003): 53–57. http://dx.doi.org/10.1007/s12115-003-1052-6.
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Mackie, Marlene, and Robert A. Segal. "Religion and the Social Sciences: Essays on the Confrontation." Review of Religious Research 34, no. 2 (1992): 187. http://dx.doi.org/10.2307/3511141.
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Dawson, Lorne L., and Robert A. Segal. "Religion and the Social Sciences: Essays on the Confrontation." Journal for the Scientific Study of Religion 29, no. 4 (1990): 548. http://dx.doi.org/10.2307/1387330.
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Glock, Charles Y., and Robert A. Segal. "Religion and the Social Sciences: Essays on the Confrontation." Sociological Analysis 51, no. 2 (1990): 221. http://dx.doi.org/10.2307/3710818.
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Dodson, Peter. "Faith of a Paleontologist." Paleontological Society Papers 5 (October 1999): 183–95. http://dx.doi.org/10.1017/s1089332600000590.
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Evolution is the great synthesizing principle of biology and cosmology that our students deserve to know in order to understand their world most fully. Yet evolution has social Darwinism as its dark side. An evolutionism or a scientism that teaches in the name of science that there is no God, there is no soul, there is no ultimate purpose in life, and there is no such thing as free will is not the friend of society. Creationists reject evolution not in ignorance of modern science but because of the anxieties it brings. While 90% of Americans profess to believe in God, less than half the population believes in some form of evolution. Science discounts human experience, while religion is about human experience. When forced to choose between a religion that enriches human experience and an evolutionary science that ignores human experience and minimizes humans as a species, people will unhesitatingly choose the religion that gives meaning to their daily struggles. That choice is not a necessary one, but so long as the most visible public spokespersons for evolution pursue their metaphysical agenda, people will continue to choose religion.
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Simpson, John H., Rodney Stark, and William Sims Bainbridge. "Religion, Deviance, and Social Control." Sociology of Religion 59, no. 2 (1998): 185. http://dx.doi.org/10.2307/3712081.
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Mirola, William A., Anson Shupe, and Bronisaw Misztal. "Religion, Mobilization, and Social Action." Sociology of Religion 62, no. 1 (2001): 143. http://dx.doi.org/10.2307/3712243.
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Gómez-Trigueros, Isabel María. "Methodologies Gamified as Didactic Resources for Social Sciences." International Journal of Emerging Technologies in Learning (iJET) 14, no. 23 (2019): 193. http://dx.doi.org/10.3991/ijet.v14i23.10794.
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In this paper we analyze the perception of teachers in training about the inclusion of elements of the game in education and its potential contribution to the learning of Social Sciences. First of all, the object of the study is specified; then, an analysis is developed from a mixed methodology, using as a tool a Likert scale questionnaire. Finally, we extract the results that allow us to analyze students who, in the future, will be professors and inform about the value of this type of resources and didactic strategies for the improvement in the teaching and learning processes of Social Sciences content. as well as the acquisition of key competences and the perception of the technologies, by the participating students, teachers in training, students of the Master's Degree in Teaching. In addition, the study establishes the importance for the training of teachers of the use of innovative methodological proposals, based on new technologies.
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Ozcinar, Assoc Prof Dr Zehra. "Message from editor." International Journal of Innovative Research in Education 4, no. 2 (2017): 53. http://dx.doi.org/10.18844/ijire.v4i2.2320.
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Message from Editor
 Dear Readers,
 It is a great honor for us to publish fourth volume, second issue International Journal of Innovative Research in Education (IJIRE).
 International Journal of Innovative Research in Education welcomes original empirical investigations and comprehensive literature review articles. The journal aims to promote new innovative ideas in all fields of education.
 The journal provides an international platform for researchers, managers, scientists, professionals and professors of educational sciences to publish high quality refereed papers comprising comprehensive leading trends of education.
 Topics on the effect of using writing to learn activities in social studies on students’ academic achievement, assessment and evaluation in math exams through the perspectives of teacher and student, course books of ‘education of religion and ethics’ lesson in primary and secondary schools in Turkey, assessment of the educational roles TV contents play in raising children’s historical consciousness, the effect of led lighting design on visual arts and violence against women and reasons are included into this issue. The topics of the next issue will be different. We will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in the next volume.
 A total number of twenty (20) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication for this issue.
 We present many thanks to all the contributors who helped us to publish this issue.
 
 Best regards,
 Assoc. Prof. Dr. Zehra Ozcinar
 Editor – in Chief
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Gagyi, József. "The millennial-messianistic movements in social sciences." Erdélyi Társadalom 5, no. 1 (2007): 153–72. http://dx.doi.org/10.17177/77171.81.
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The study aims at presenting a brief overview of a particular field of research within religious social movements, namely the millennial-messianistic movements. The starting point is the overview of the Hungarian research regarding religion and religious movements. Researchers do not recognize the weight and the importance of the millennial phenomenon. There was no mental-conceptual apparatus in Hungarian for capturing the phenomenon. The Hungarian social research dealt with these religious movements in the context of other important fields (saints) of research, which goes along the millennial movement of 1949 in Satu Mare (Máréfalva), described in my PhD thesis.</p> <p>After presenting the brief history of the researched movements, I turn to the historical, sociological and anthropological literature of millennial movements, and I also present a few general aspects of social movements. Finally, I write about the importance of Victor Turner’s communitas-structure in the understanding of the researched phenomenon
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Lestari Atjo, Umi Ayu, Dewi Liesnoor Setyowati, and Yuli Kurniawati Sugiyo Pranoto. "An Analysis of Teachers’ Social Construction on Students’ Social Attitude in Social Sciences Subject at Elementary School in Makassar." International Journal of Research and Review 8, no. 7 (2021): 53–66. http://dx.doi.org/10.52403/ijrr.20210710.
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The purpose of this study is to analyze and describe the social construction of teachers on social attitudes in the learning process of social sciences subject at elementary schools in Makassar. The method used was descriptive quantitative. The research subjects were chosen using purposive sampling technique. The subjects consisted of 96 students and 4 teachers of 5th grade from 4 elementary schools in Makassar. The data collected through interview, questionnaire, observation and documentation. There were different interpretations from four schools regarding teachers’ social construction on the importance of character values, especially on social attitude in the thematic learning for social sciences content on theme 8. Two schools, namely SD Pertiwi and MI Negeri 1 Makassar, considered that it was necessary to integrate social attitudes into the content of social sciences subject in order to make continuous positive impact on students’ social attitude. The questionnaire results for social attitude of SD Pertiwi shows suitability of theory with the average score of 48,28%. MI Negeri 1 Makassar shows the suitability with average score of 53,41%. Meanwhile two other schools, namely SD InpresKampus IKIP and SD MuhammadiyahPerumnas, considered that it is not necessary to integrate social attitude in the learning process, instead, the teachers concerned more on the assessment of students’ knowledge and skill. The results of questionnaire shows discrepancy of theory with the average score of 35,19% for SD InpresKampus IKIP and 35,73% for SD Muhammadiyah Perumnas. Keywords: Social Construction, Social Attitude, Thematic Learning of Social sciences Content.
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BEKOFF, MARC. "Science, Religion, Cooperation, and Social Morality." BioScience 51, no. 3 (2001): 171. http://dx.doi.org/10.1641/0006-3568(2001)051[0171:srcasm]2.0.co;2.
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Segal, Robert. "Approach to the Social Sciences in Religion Past and Present." Bulletin for the Study of Religion 44, no. 3 (2015): 15–20. http://dx.doi.org/10.1558/bsor.v44i3.28018.
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The social sciences do threaten theology/religious studies even when they do not challenge either the reality of God or the reality of belief in the reality of God. The entries in RPP ignore this threat in the name of some wished-for harmony. The entries neither recognize nor refute the challenge of social science to theology/religious studies. They do, then, stand antithetically both to those whom I call "religionists" and to many theologians, for whom there is nothing but a challenge.
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Bouma, Gary D. "Book Review: Religion, Spirituality and the Social Sciences — Challenging Marginalisation." Journal of Sociology 46, no. 1 (2010): 102–3. http://dx.doi.org/10.1177/14407833100460010603.
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Hess, David J. "Disobsessing Disobsession: Religion, Ritual, and the Social Sciences in Brazil." Cultural Anthropology 4, no. 2 (1989): 182–93. http://dx.doi.org/10.1525/can.1989.4.2.02a00040.
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Ragab, Ibrahim A. "Islamic Perspectives on Theory Building in the Social Sciences." American Journal of Islam and Society 10, no. 1 (1993): 1–22. http://dx.doi.org/10.35632/ajis.v10i1.2521.
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The issue of the relevance of Islam to modem "scientific" thinking isflanked on both sides by extreme positions. On further investigation,however, these positions tun out to reflect certain misconceptions only,perpetuated by certain structural and pemnal factors that lend themselvesreadily to systematic analysis and, hopefully, correction. On the one hand,we have legions of Muslim social scientists who still flinch at hearing ofattempts to integrate divine revelation with science. Many of them wouldfind the title of this paper problematic, if not outright self-contradictory.What does Islam, or any other religion for that matter, have to do withscience or with theory building, they would ask.This response should hardly be unexpected, considering the type ofacademic and professional indoctrination that we all have gone through.The scientific establishment, with its overriding positivist-empiricistleanings, has long adopted and encouraged an attitude-or more correctlya "faith"-of sepamtion between science and religion. Consider, for example,the following statement by no less an authority than the NationalAcademy of Sciences in the United States, in 1981:Religion and science are separate and mutually exclusive realmsof human thought, presentation of which in the same contextleads to misunderstanding of both scientific theory and Feligiousbelief. (Sperry 1988, 608-9)This terse statement is representative of the attitudes of those whoadhere to the old paradigm, seemingly totally oblivious of the fundamentalcriticisms leveled from all directions at that type of outmodedview of science.On the other hand, we have those Muslim scientists already active inthe Islamic science movement who may find the content of the paper objectionablebecause it does not depart enough from the Western model of ...
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Ozgur Kapici, Hasan, and Genc Osman Ilhan. "PRE-SERVICE TEACHERS’ ATTITUDES TOWARD SOCIO-SCIENTIFIC ISSUES AND THEIR VIEWS ABOUT NUCLEAR POWER PLANTS." Journal of Baltic Science Education 15, no. 5 (2016): 642–52. http://dx.doi.org/10.33225/jbse/16.15.642.
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There is not a common attitude in a society for socio-scientific issues (SSI) such as whether to use nuclear power plants for energy production. Within this respect, the aim of the research is to examine pre-service science teachers’ and pre-service social studies teachers’ attitudes toward SSI and to reveal their views about setting up nuclear power plants in their country. The participant of research is 120 pre-service teachers. Firstly, Attitudes toward Socio-scientific Issues Scale (ATSIS) was implemented and then, focus group discussions were done with five students from each department separately so as to understand their views about nuclear power plants. Findings revealed that whereas pre-service teachers are eager to learn more about SSI, they have anxiety about it due to religion, moral and ethical perspectives. In addition, whereas both groups of pre-service teachers have some common views about nuclear power plants, pre-service science teachers do not have more positive views about having nuclear power plants in their country. Key words: attitude towards socio-scientific issues, focus group discussion, pre-service teachers, nuclear energy.
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Saleh, Muhammad, Ahmad Edwar, and Maratusyolihat Maratusyolihat. "Redefinisi Peran Guru Menuju Pendidikan Islam Bermutu." Alim | Journal of Islamic Education 3, no. 1 (2021): 75–86. http://dx.doi.org/10.51275/alim.v3i1.201.
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The dichotomy of secular science and religious science changes the mindset of the Muslim community in religion. From the classical period, which saw Islam as a comprehensive teaching, it has turned into an understanding that views Islam as a religion that is only ritual oriented. It is understood that education is a process that has continuity and is consciously carried out to prepare a generation that has balanced knowledge and values. On the other hand, the negative impact of modern life cannot be avoided by modern humans, especially from the aspect of education. For this reason, various elements in education must continue to maintain existing linkages to achieve predetermined goals. Low participation and public concern for the advancement of the world of education must end, along with the realization of the concept of school based management or SBM. Another aspect that must be prepared is the quality of teachers. Conceptually, teachers have three functions, namely cognitive, moral and innovative. In order to become an ideal figure in Indonesia, teachers must meet eight indicators, namely theological principles, formal principles, functional principles, cultural principles, comprehensiveness principles, substantial principles, social principles and identity principles.
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Nasien, Dewi, M. Hasmil Adiya, Andrio Pratama Sirait, M. Nurul Ihsan, and Mahfuzan Hadi Wicaksono. "Application of Quizzes “BelajarKuy” for Junior High School Based on Android." International Journal of Electrical, Energy and Power System Engineering 2, no. 3 (2019): 1–4. http://dx.doi.org/10.31258/ijeepse.2.3.1-4.
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In today’s social life, many children to students use gadgets in their daily life. Their gadgets are used mostly android. Android is utilized for all activities namely, games, social media, and others. Besides, the gadget also can be used for education such as quizzes. In this paper, BelajarKuy is proposed for education, especially for junior high school. BelajarKuy is a quiz application based on Android and it uses Java programming language. BelajarKuy contains some questions that are useful for sharpening the brains for students and teachers. Besides, BelajarKuy contains several quizzes which are Mathematics, Bahasa Indonesia, English, Science, Religion, Civic Education, and Social Education. Each quiz has twenty questions and there are four answer choices namely, A, B, C and D. However, it has a solution to the question. At the end of this quiz, students can see scores for all right and wrong questions. This is very helpful in preparing them before an exam that will be given by teachers.