Educational Thought Research Articles

Analysis of the Design of Children’s Playgrounds in Urban Communities under the Concept of Nature Education

The article focuses on the design of children’s playgrounds in urban communities. The study points out that urbanization has led to “nature-deficit disorder” among children and the squeezing of playgrounds. This study elaborates on the origin of natural education thoughts both at home and abroad and analyzes the numerous problems faced by domestic children due to the lack of playgrounds, the “learning-only theory”, and so on. Through research, the author puts forward renovation ideas from various aspects such as preserving natural landforms, planning the site, designing traffic flow lines, selecting pavement materials, and configuring plant landscapes, aiming to create an exclusive space that conforms to natural education and helps children grow up healthily.

Exploration of Tao Xingzhi’s Educational Thought in Contemporary Primary Education

As a great educator of the people in China, Mr. Tao Xingzhi’s pioneering educational ideas and forward-looking educational concepts still have important value in today’s education reform. Although the author has not been in the teaching field for long, he has profound insights and feelings in the activities of learning Tao Shi Tao and has many practical applications in daily teaching work. The author explores and understands Tao Xingzhi’s valuable learning experience in the high-quality development of education reform from several directions, including the research background of Tao Xingzhi’s educational ideas in contemporary primary education, the practical value of Tao Xingzhi’s educational ideas in contemporary primary education, and the practice of Tao Xingzhi’s educational ideas in contemporary personal work.

ANALYSIS OF DAUD BEUREUEH'S THOUGHTS IN OPTIMIZING ISLAMIC RELIGIOUS EDUCATION IN ACEH: APPROACHES AND IMPLICATIONS

Daud Beureueh was a reformer and influential figure in Aceh, who developed many principles and strategies for the development of Islamic religious education. His focus on the social and political context and his commitment to integrating Islamic values with relevant educational practices significantly influenced his approach to Islamic education. The purpose of the study was to determine the relevance, approach and implementation of Daud Beureueh's thoughts in Islamic religious education in Aceh. The research method used a qualitative method with a case study approach. The data collection method was carried out by in-depth interviews, observation and documentation studies. The research results show that 1). Daud Beureueh's thoughts are still very relevant in strengthening Islamic religious education in the modern era in Aceh, especially in facing the challenges of globalization and maintaining a strong local and Islamic identity. 2). The approach used by Daud Beureueh in Islamic religious education in Aceh shows a balance between tradition and modernity, between locality and nationality, and between spirituality and intellectuality. 3). The implications of Daud Beureueh's thoughts on Islamic religious education policies in Aceh reflect his commitment to forming a society that is not only academically superior but also solid in Islamic principles.

Educator’s Sentiments and Time Values of Zhang Jian

As a preeminent patriotic industrialist and educator in modern and contemporary Chinese history, Zhang Jian not only ventured into industrial enterprises to improve people's livelihood during the exploration and practice of early modernization in China but also initiated educational endeavors, holding profuse educational thoughts and concepts. Zhang Jian's educationalist sentiments are manifested in such aspects as his aspiration for enlightening and strengthening the nation, his advocacy of morality and culture, and his pragmatic and innovative demeanor. Propagating Zhang Jian's educationalist sentiments not only contributes to our comprehensive and profound understanding of the essence, essentials, undertones, and characteristics of the spirit of educationalists in the new era but also facilitates our steadfast establishment of the historical sense of mission and responsibility for educating talents for the Party and the country, and ultimately promotes the high-quality development of Chinese education and Chinese-style modernization.

The Concept of Islamic Education in the Perspective of Imam Al Ghazali and Its Relevance in the Contemporary Era

The purpose of this research in general is to find out the concept of Islamic education from the perspective of Imam Al-Ghazali and its relevance to contemporary Islamic education (today). Islamic education today is faced with various developments and challenges that certainly need to make changes and improvements to be able to make adjustments to these changes. The research that the author uses in terms of sources is library research which aims to reveal educational thoughts, especially regarding the concept of Islamic education from the perspective of Imam Al-Ghazali by using a content analysis approach. The results of this study indicate that the concept of Islamic education from the perspective of Imam Al-Ghazali is relevant to contemporary education (today). This can be seen in terms of educational goals, the concept of educators and students, learning methods, and learning curriculum which in its application prioritizes aspects of intellectual, moral, and spiritual development and educational evaluation. With this, educational institutions are expected to be able to adopt Al-Ghazali's concept of education to develop the potential of students to become human beings who believe and fear God Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens

Exploration and Inspiration of Modern Chinese Aesthetic and Music Education Thoughts

Exploration and Inspiration of Modern Chinese Aesthetic and Music Education Thoughts

An Overview on the Philosophy and Educational thoughts of Dr. Zakir Hussain

As an exceptional educator and a selfless nationalist leader, Dr. Zakir Husain has earned a stellar reputation. His contributions to Indian education are now considered seminal. He came to the realization that education was the key to achieving national unity and integrity. Zakir Hussain possessed an uncommon blend of wisdom, knowledge, and pragmatism, making him an authentic embodiment of Indian culture. Zakir Hussain's educational concept protects every facet of life. It shifts between what one might call the "poles of the eternal and the temporal," between a sense of conscience awakening and the ability to use one's skills efficiently, or from conviction to accomplishment. Education, according to his philosophy, is a journey from the shadows into the light, echoing a Platonic idea. Similar to what Kant had done, it acknowledged the intellectual component of education's Aristotelian logic but placed greater emphasis on its moral component. The ideals of Plato, Hegel, and Gandhiji informed Zakir Hussain's humanism, idealism, and liberalism, respectively. John Stuart Mill, who had connected education to the need for pleasure in his utilitarian philosophy, had his views rejected by him. The paper provides a descriptive and exploratory analysis based on secondary sources

Curriculum Development and Teachers for Cultivating OECD Student Agency in Japan: From an Examination of Educational Thought, Educational System, History, and Contemporary Science and Mathematics Education Practices

Curriculum Development and Teachers for Cultivating OECD Student Agency in Japan: From an Examination of Educational Thought, Educational System, History, and Contemporary Science and Mathematics Education Practices

The History of the Dissemination of Lifelong Education Thoughts in the UK and Its Implications for China

The concept of lifelong education is an important educational thought aimed at future education strategies. Modern lifelong education thoughts originated in the UK in the early 20th century, initially developed in Europe and the United States, and gradually spread to and influenced various countries in Asia. This paper reviews the history of the dissemination of lifelong education thoughts in the UK, utilizing historical-factor analysis to summarize the experiences and patterns of its historical development. It focuses on the pathways for the dissemination and absorption of lifelong education thoughts in China's adult education and higher education sectors in the near future, aiming to contribute to the goal of modernizing Chinese education.

Traceability and Reflection: Contemporary Revelations of Li Ruiqing’s Art Education Thought

Li Ruiqing is an essential founder of higher art education in modern China. He advocated a new style of education for a better country. He founded the Drawing and Handicrafts Section, the first teacher-training art department in the country at that time, at the Two Rivers Normal School. It pioneered the opening of art specialties in Chinese higher education and trained a large number of art education talents for Chinese art education. Its spirit of education to develop the country, dare to be the first, and the courage to take responsibility for modern art education thought has an essential impact on the innovation of modern art education thought and the formation of the contemporary spirit of the times of courage to take responsibility for the critical impact.

Driyarkara's Educational Thought and Its Relevance to Peace Education

Indonesian society is prone to various conflicts, both political and social. These conflicts not only cause material losses but also claim lives. Therefore, a step is needed to prepare society to face conflicts non-violently, namely through peace education. This paper examines Driyarkara's thoughts on education, which have relevance to peace education. This research uses a library research method and is analyzed using a content analysis method. The primary purpose of education for Driyarkara is to form young people into perfect human beings who not only have good intellect but also good character and morals and are able to live peacefully and harmoniously with other humans. To achieve a peaceful and harmonious personality, education must teach young people to be culturally literate, meaning to know their own culture and understand the cultures of others. Another step that must be taken is to include peace values in every learning process, including every subject, such as social, exact, and language subjects. For Driyarkara, equipping young people with knowledge of culture and peace will create a tolerant younger generation who are positive and able to find solutions to any conflicts that arise.

A STUDY OF THE EDUCATIONAL THOUGHTS OF RANG AVADHOOT AND SWAMI SACCHIDANAND

A STUDY OF THE EDUCATIONAL THOUGHTS OF RANG AVADHOOT AND SWAMI SACCHIDANAND

Contemporary Islamic Educational Thought; Aligning Traditions with Global Changes

Contemporary Islamic education plays a crucial role in navigating the challenges and changes Muslims face in this era of globalization. This article aims to illustrate how modern Islamic educational thought strives to align traditional values with the dynamics of global changes. The analysis is conducted using the library research method. This study employs content analysis methods to investigate various thoughts and views that emerge from contemporary Islamic education thinkers. The analysis results show that despite the complex challenges faced, contemporary Islamic education thought offers valuable insights into how Islamic education can remain relevant and meaningful in facing global realities. By aligning tradition with global changes, Islamic education can be more effective in shaping critical thinkers as ethical and competitive individuals in the modern world. This article highlights several strategies proposed by Islamic education thinkers to facilitate the alignment between tradition and global changes. These strategies include (1) Developing a relevant curriculum, (2) Utilizing technology in learning, and (3) Adopting a contextual learning approach. It involves integrating foundational Islamic values with contemporary contexts and demands, using information and communication technology to enhance the accessibility and quality of education, and emphasizing inclusive and progressive educational approaches.

The Relevance of Ibn Khaldun’s Educational Thought to the Implementation of Kurikulum Merdeka

The Relevance of Ibn Khaldun’s Educational Thought to the Implementation of Kurikulum Merdeka

Paradigm of Religious-Conservative Education Thought from KH Hasyim Asy'ari's Perspective

KH. Hashim Asy'ari as a Muslim intellectual, introduced the results of his thoughts in the field of Islamic education as an aspect of life formed in the religious field. He implemented an education system based on the Qur'an and as-sunnah as guidelines. This article aims to analyze the Paradigm of Religious-Conservative Education Thought from the KH. Hashim Ash'ari perspective. This research is qualitative research in the form of literature study. The object of this study is the concept of KH thinking. Hashim Asy'ari on Islamic education. The results showed that Islamic education in the perspective of KH. Hashim Asy'ari is patterned on traditional Islam or known as Religious-Conservative which emphasizes the values of Sufism which is divided into three fields, namely Sufism, theology and fikqh. This is very different from modernist ideas, until the works he wrote adhered to religious-conservative beliefs.

KONSEP PEMIKIRAN PENDIDIKAN ISLAM FAZLUR RAHMAN

This article examines the educational thoughts of one of the reformers of Islamic education, namely Fazlur Rahman. This research is library research where data is obtained through documents which are analyzed using content analysis. The results of this research show that Islam prioritizes education in the lives of its adherents. Educational goals must be formulated with a balanced orientation between worldly life and the hereafter. Educators have a fundamental role in education, so educators need serious attention. Adequate things such as incentives for improving the careers of educators are urgently needed. Every educator must never stop learning and developing himself. They must have a high commitment to education. Students must also be taught the Koran as the main basis of their life. By learning the Koran well, it will provide a better understanding and meaning of life. And students will use the Koran as inspiration and motivation in their lives.

Islamic Education Thought Seyyed Naquib Al-Attas

This paper explains the concept of Islamic education originating from one of the Muslim scholars, Syed Muhammad Naquib al-Attas. His concept of Islamic education can be said to be fundamental. His concept was based on his thoughts on the Islamization of Science. Thus, al-Attas believes that the fundamental problem of Islamic education is the carelessness of people in formulating and developing educational plans based on integrated Islamic principles. Thus, he considered that the concept and pattern of notification of Islamic education lies in its system and purpose. He offered "ta'dib" as a term for the concept of education. The choice of this term has implications for the Islamic education system, including: objectives, forms, and curriculum.

Analysis of Confucius and Dewey's Educational Ideas for Vietnam's Education

Presently, numerous educators both domestically and internationally have made significant contributions to the formation and advancement of educational ideas. Notably, Confucius from China and John Dewey from the United States have exerted a profound impact on modern educational practice and theory. This paper aims to analyse and contrast the educational philosophies of Confucius and Dewey in order to identify the similarities and differences in their theories within various national and social contexts. The objective is to extract the essence of their educational thoughts to benefit Vietnam's educational endeavours and offer valuable perspectives for educational reform in the country.

Islamic Educational Thought in Building Students' Emotional Intelligence

Islamic education plays an important role in developing the emotional intelligence of students. The concept of emotional intelligence in Islam is closely related to moral formation and the refinement of ethics. The Qur'an and Sunnah as the main sources of Islamic teachings offer a complete guide to building emotional intelligence which includes the ability to recognize one's emotions, manage emotions, motivate oneself, empathize, and foster good social relationships. Moral education in Islam aims to produce human beings who are not only intellectually intelligent, but also have high emotional and spiritual intelligence. The holistic approach in Islamic education integrates spiritual, intellectual, and physical formation so that learners grow into balanced and dignified individuals. Educational methods such as example, habituation, advice, and educative punishment are systematic efforts to shape the positive character and emotional intelligence of learners. This study explores the concept of emotional intelligence in the treasures of Islamic thought, analyzes the principles of Islamic education related to the development of emotional intelligence, and describes strategies and methods that can be implemented in the educational process to build emotional intelligence of students effectively and sustainably.

On the Development of Traditional Education Theory from China s Educational Thought

Guided by the important exposition made by the General Secretary at the National Education Conference on persisting in taking root in China, this paper discusses the connotation, classification, value and modern transformation of traditional education theory. The article holds that the traditional educational theory is a unique and far-reaching ideological system formed by the Chinese nation in the long-term educational practice, which contains many essences that transcend time and space, cross the country, are of eternal value and have contemporary significance. The article points out that the creative transformation and innovative development of traditional education theory is based on China s traditional education thought, with creation and innovation as the means and development as the driving force, which combines traditional education thought with the requirements of the times, endows it with new connotation of the times and modern expression forms, realizes the modern transformation, promotion and transcendence of traditional education thought, integrates the local civilization of China education with the world civilization, and finally establishes the China education system with world significance, which makes China s education thought and development model go global.