Abstract
Religious literacy is related to a certain ideological motif that directs the literacy practice. The study would like to present the relationship between the practice of religious literacy and the ideology in public university by means of case study in the City of Mataram, Lombok island, West Nusa Tenggara. The study will be conducted based on a case study in two Islamic-based organizations (A and B group) of a public university in that city. The study defines that group A has been committing the culture of listening more in religious literacy and thus the literacy of the group is a passive one, while group B is active literacy, because it has been committing not only the culture of listening but also the culture of interpreting, indicated by academic writing programs on the Qur’an. These literacies might be traced back to the ideological base and patron that both groups have adopted.
Highlights
An opinion in one of the Indonesian national newspapers has questioned the importance of developing religious literacy in order to improve the more tolerant, contextual and peaceful understanding of religion [1]
The interview with the LDK activists shows that there is a synergy of activities between the LDK Organization in the university and numerous companies in Mataram and even throughout the Province of West Nusa Tenggara
The establishment of the synergy is encouraged by the small size of the LDK community in the province; the number of the LDK Organizations through the province is so minimum that all LDK Organizations in Mataram would like to merge themselves so that they will be a bigger community
Summary
An opinion in one of the Indonesian national newspapers has questioned the importance of developing religious literacy in order to improve the more tolerant, contextual and peaceful understanding of religion [1]. Such view is good but it might trigger some sort of problem simplification: by means of religious literacy all kinds of religion-related problems will be solved and the life of religion will be peaceful due to the presence of the religious literacy. That relationship is revealed by Brandt [3] He shows that reading Bible obediently has become the activity of Sunday School in the 19th Century. Reading is believed to be the sign of obedience while writing is believed to be the sign of criticality
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