Secular Education System Research Articles

Rising authoritarianism and changing education policies of 21st century Turkey

This paper conceptualises rising authoritarianism in Turkey under the conservative ruling party, AKP, and its Sunni-Islamist educational policies. It scrutinises the Islamisation of early childhood and primary-secondary school education during the recent authoritarian turn. The discourse of ‘raising a religious generation’ entails reframing the Turkish secular education system into a Sunni Islam model. The article first situates early childhood, primary, and secondary school policies and discusses five major policy alterations during the contemporary authoritarianism of the AKP: restructured Preacher’s Schools (Imam-Hatip Schools), the 4+4+4 system, cooperation with Islamic sects, implementation of values education, and public Islamic kindergartens.

The Religious Sign from a Semiotic Perspective a Social-Semiotic Interpretation of the Challenges Presented by the Concept of Religious Sign in the Context of French Schools

This essay explores the intricate challenges surrounding the concept of religious signs in the context of secular French schools through a social-semiotic lens, drawing inspiration from Michael Halliday's Systemic-Functional Linguistics. It delves into the interplay of language and society, shedding light on three crucial metafunctions: ideational, interpersonal, and textual. The ideational function investigates how religious signs serve as semiotic tools for representing the world and interpreting human experiences. The interpersonal function helps to examine how these signs foster reaction among diverse groups within the school community. Furthermore, the essay scrutinizes the textual function's role in weaving these two functions into coherent discourse, enabling (or not) effective communication. Through an examination of these linguistic components, this essay unravels the complexities of navigating religious signs in French schools, providing insights into the broader socio-cultural dynamics and challenges faced in reconciling diverse religious perspectives with a secular educational system.

Legal socialisation through literature in Israel’s education system

ABSTRACT This article offers a preliminary characterization of the legal discourse in literary texts written for children and taught by the Israeli general secular (Mamlakhti) education system since the 1950s. It shows that while for quite some time this discourse did not receive proper attention in educational curricula and textbooks, pupils today can be exposed to texts involving prominent legal elements and a deep-seated and critical perception of the rule of law as part of special enrichment programmes in the state education system. These paths give voice to those who call for local legal education and see a need to look current legal reality in the eye.

Pomiędzy Wschodem a Zachodem. Muzułmańscy intelektualiści w pogoni za modelem emancypowanej muzułmanki na początku XX wieku

Between East and West: Muslim intellectuals in Search of a Model for the Muslim womenʼs emancipation in Bosnia and Herzegovina at the beginning of the 20th century After introduction of the Austro-Hungarian rule to Bosnia and Herzegovina in 1878, Bosnian Muslims became very concerned about preserving their Islamic identity under the rule of Christians. They were particularly disturbed by the modernization processes which have changed the social practices of the inhabitants of Bosnia and Herzegovina, one of which was the entering of Muslim female children into the secular education system and public sphere. This paper deals with the way that the Muslim intellectual circles viewed the emancipation of Muslim women: respectively, how they – to a certain extent – accepted European influences and how they supplemented them with Ottoman practices, having in mind that the modernization process was also evident in the Ottoman society, especially in the second half of the 19th century. The article analyzes the views of the leading Muslim intellectuals on the models for the emancipation of Muslim women in Bosnia and Herzegovina presented in Muslim journals at the beginning of the 20th century.

Kindergarten children's reactions to the COVID-19 pandemic: Creating a sense of coherence.

This article examines kindergarten children's experience of the COVID-19 pandemic. It aims to understand the children's thoughts, emotions, and coping strategies regarding the presence of the COVID-19 virus in their daily lives, using the salutogenic approach to study their sense of coherence and promote relevant professional instruction. Semi-structured in-depth interviews were held with 130 five- to six-year-old children with an equal number of boys and girls. All of the children were recruited from kindergartens affiliated with the state's secular education system. Data were structured into three themes: (1) the child's perception of the pandemic as manageable through significant accompanying and absent figures; (2) the child's comprehension of the virus as dangerous, age-differentiating, and contagious; and (3) the child's emotional processing of the pandemic as arousing fear of death and through images, such as "thorny" and "monster." The results demonstrate the young children's sense of coherence, characterized as extrapersonal perception, interpersonal coping, and intrapersonal emotional processing, and the need for greater acknowledgment of child-parent educators' informed interventions that could give children a partial feeling of the adult's awareness of their needs.

Memahami Transmisi Pendidikan Islam di Madrasah

Islamic education has been at the core of the intellectual development of Muslims for centuries. Madrasas, as traditional educational institutions in the Muslim world, play an important role in the transmission of Islamic scholarship from generation to generation. This abstract discusses the development of education in the transmission of Islamic scholarship in Madrasah by focusing on the changes and challenges faced by this education system. This study involves an analysis of the history of the development of Madrasah from early to modern times. The development of education in Madrasah includes the transformation of curriculum, teaching methods, and the integration of technology in the learning process. In addition, the role of teachers in transmitting authentic Islamic scientific knowledge is also a major concern in this study. In the context of globalization and advances in information technology, Madrasah is faced with various challenges, such as maintaining the relevance of traditional education in modern society and facing competition from the secular education system. Efforts to maintain the authenticity of Islamic values and integrate with contemporary educational approaches are one way to answer this challenge. The research also highlights the importance of Madrasah's role in fostering a deep understanding of Islam and increasing interfaith tolerance. Overall, the development of education in the transmission of Islamic scholarship in Madrassas presents an opportunity to explore the potential of Islamic education holistically and sustainably, and prepare future generations to become responsible global citizens with a strong Islamic scientific foundation.

The Role of Teachers in Realizing the Goals of Islamic Education

This research was motivated by the condition of the secular education system which creates an education system that is far from the goals of Islamic education, marked by the non-optimal role of the teacher. The purpose of this study is to determine the role of teachers in realizing the goals of Islamic education. This present study employed a qualitative approach in the form of a literature study. Based on the results of the discussion, the purpose of education in Islam is to foster human character, by forming an Islamic personality (Syakhsiyyah Islamiyyah), mastering Islamic philosophy, and mastering the sciences of life (science, technology, and expertise). Therefore, in the learning process, teachers have an important role in realizing educational goals. The role of the teacher is not only the transfer of knowledge but the teacher should be able to be a role model for personality. It resulted from the teaching method chosen by the teacher. Teachers must apply directly teaching methods, such as exemplary good behavior and character, teaching the Shari'a gradually, not excessively, paying attention to the different conditions of each learner, the method of conversation and logical considerations, the method of analogy and similitude, imagery method, a method by combining words and hand signals, targhib and tarhib methods (motivation and threats).

ҚАЗАҚСТАНДАҒЫЗАЙЫРЛЫ БІЛІМ БЕРУ ЖҮЙЕСІНІҢҚАЛЫПТАСУЫЖӘНЕ АҒАРТУ ХАЛЫҚ КОМИССАРИАТЫ

The article considers the radical changes in the field of education, which began with the establishment of Soviet power in Kazakhstan, the role of the People's Commissariat of Education of Kazakhstan in the active implementation of the secular education system. The People's Commissariat for Education raises the issue of decisions and concrete work plans to address pressing issues such as school construction, textbooks and staff shortages in line with the secular education system in Kazakhstan. The article analyzes the positions of the Bolsheviks, who supported the introduction of a secular education system in Kazakhstan, and their views, such as ignoring the continuity of national ideology and educational traditions.In particular, the operation of madrassas operating on Kazakh soil before the October Revolution was banned and considered restricted as a religious education.Similar restrictions were applied to Russian-tolerant schools that began to operate under Tsarist Russia.It is no secret that the secular education system has manyadvantages. However, his first difficulties in Kazakhstan were many.It was especially closely connected with the inability of the Kazakh people to mobilize their children for regular school work due to their nomadic pastoralism. There was also a high demand for textbooks in the Kazakh language and specialists with special education. It was the People's Commissariat for Education that resolved these pressing issues and ensured the regularity of work in this area.

Special Religious Education in a post-secular Australia

Special Religious Education (SRE) classes are held in New South Wales public primary schools weekly. This article is built on a review of SRE classes based on Anglican past experiences to develop recommendations to ameliorate shortcomings and enhance their quality and value in New South Wales public primary schools in a post-secular society. The research was a literature study and evaluative interpretation of Anglican SRE in New South Wales from the newly emerged post-secular context. It described and discussed the history of SRE and education in New South Wales: making a contextual inquiry into the history of such education in a secular society. It used a qualitative approach to describe and interpret historical interview responses of Anglican adults about their experiences as students in SRE classes while attending New South Wales public primary schools. Three meta-themes arose from their experiences: a space for questioning; the importance of relationship and the temporal experience of SRE lessons. Recommendations to improve and deepen the SRE curriculum were made as a result of these responses, and a possible pedagogical framework to work on improving both the curriculum and learning experiences of students in SRE was suggested. This research confirmed an expectation that there will be religion and Christian teaching within the secular education system to embed virtues, values and ethics into Australian society; it is in programmes, such as SRE, children can question the way we live and act, develop a sense of belonging and a sense that they matter. It also showed that the current way is not the most conducive model for this to occur.Intradisciplinary and/or interdisciplinary implications: In the context of the secular/non-religious public reflex in Australian society there are conflicting views in the community about the place of SRE in government schools. In this context, it is critical that Christian educators can support their claims of the continued value and role of SRE.

Islamist Populist Nation-Building: Gradual, Ad Hoc Islamisation of the Secular Education System in Turkey

The founders of the secular Turkish Republic, the Kemalists used secular nationalist education to build a secular Turkish nation and to create their own version of modern pro-Western secular Turkish citizens. This paper argues that Turkey’s current ruling party, the AKP (Justice and Development Party) has been using the same system of education to create its own desired citizens with Islamist Populist ideals. This has been done without changing the secular principles of the constitution and laws on national education since there are several constraints that would prevent AKP to have open and declared pro-Sharia changes to the law. Thus, unlike many other Islamists in the other parts of the world, the paper shows that the AKP has chosen to undermine the secularity of the system, constitution, and law in an ad hoc, gradual and undeclared fashion. The paper concludes by noting that no matter the change in political actors and their ideologies, education is monopolized by the state for political purposes.

Educational activities and creative work of Russian scientist, thinker, and philosopher M. V. Lomonosov

Lomonosov is the founder of secular education in Russia. The long process of forming the educational principles that created the basis for scientific development and the training of academic personnel resulted in the creation of Moscow University. The university under Lomonosov's plan embodied the unity of natural science and humanities, elimination of theology and the secular education system, training of national academic personnel, combining education and upbringing, implementation of the principles of self-government. This article considers the outstanding ideas of the scientist and thinker in terms of their interrelationship, interdependence, and mutual influence, thereby offering a holistic view of this Russian scientist's work. The methods used in this study are based on philosophical research traditions. The findings of this research can be used to advance research on the relationship between science and philosophical knowledge, both in the scientist's activity and in the education system.

The Teaching Methods and Techniques Of The Prophet (PBUH): An Exploratory Study

The impacts of the secular education system on the Muslims are very alarming. It has been creating doubts, errors, fantasies, disconnections and confusions in the mind of the Muslims and most importantly the youth. This pathetic scenario metamorphoses and it has been causing the youths too greatly in losing their self-identity as Muslims. The inability to learn and experience the uniqueness of the educational pedagogy of Prophet Muhammad (PBUH) has failed many people woefully to see the beauty of Islam in its holistic approach with regards to its educational pedagogy. Different pedagogical theories that have been formulated by the secular educationists carried out the notion of different belief systems from the west and its Eurocentric ideology. However, having studied the life and teachings of a man who has been considered as the best exemplary and the modest for the entire humanity by the Muslim and non-Muslims alike. It has been clearly noted that there are varieties of ways and teaching methods applied by the Prophet (PBUH) to educate the old and the young in different ways, nature, time, techniques or different patterns. This study is aimed to revisiting or unraveling different methods used by the Prophet Muhammad (PBUH) to nurture and educate his companions, family, friends and foes alike. This study is carried out through exploratory research to revisiting different teaching methods and techniques of the Prophet (PBUH) from different sources such as Hadith, Sunnah and the Seerah of the Prophet (PBUH). The researchers tried to gain further insights in different aspects with includes strategies, applications, stages and processes, etc. The researcher initially started with general overview about of the teaching methods and the techniques exercised by Prophet (PBUH), in his holistic methods of teaching and learning. This has been used as a tool to identify some critical related issues that could pave ways to different area of focuses for the furtherance study. Amongst the instruments used in this study includes documents analysis, journals, books, university record and report, interviewing Islamic educators and observation. A critical analysis is also used to shed more light on those different teaching methods used by the Prophet Muhammad (PBUH) and its relevance to different techniques in the pedagogical education.

Perceived service quality in Indonesian Islamic higher education context

PurposeThe purpose of this paper is to identify the dimensions of service quality in the context of Islamic higher education (IHE); explain the determinant dimensions of overall perceived service quality (PSQ) according to students; and explains the difference in the level of quality felt by students in each dimension based on gender, year of study and level of education of students in Indonesia.Design/methodology/approachA survey method from 384 questionnaires collected from students in four major cities in Indonesia; 378 questionnaires were declared valid for explanatory analysis using SEM-PLS and t-test.FindingsThe new model called Islamic Higher Education Service Quality (i-HESQUAL) with seven dimensions of quality that are considered important by students i.e. teaching capability and competence of academic staff (TCC), reliability of service (ROS), reputation of university (REP), responsiveness of employees (RES), empathy of employees (EMP), internalization of Islamic values (IIV) and library service support (LSS). The dimensions that influence the overall PSQ are the IIV and LSS. In addition, students based on the year of study have differences in assessing the dimensions of quality, namely the dimensions of TCC, ROS, IIV, LSS, while the level of education also has differences, especially on the dimensions of ROS, REP and LSS.Research limitations/implicationsThis research was only carried out at four public Islamic universities, for that there is a need for further research in the form of longitudinal studies with different geographical samples e.g. in the perspective of private universities to generalize research results.Practical implicationsThe i-HESQUAL dimensions can be used by IHE managers to measure their performance according to students' perspectives. The two dimensions that determine the overall PSQ should be IHE's strategic advantages and the dimensions that do not affect the overall PSQ are feedback to identify weaknesses.Originality/valueThese findings contribute to PSQ research in the context of IHE, which operates on the values and culture that surrounds it (Islamic culture), while most of the previous research was conducted in the context of developed countries with a secular education system.

Islamisation of Engineering Education – A Case at IIUM

Seeking knowledge and continuing education are very important elements in Islam. All Muslims (both male and female) are required to make sincere efforts to acquire knowledge for the benefits of themself and the society; They believe that there is only one God (Allah) and He is the ultimate source of all knowledge. Although the education system has various branches, this paper is intended to present the common issues related to the Islamic values and practices in engineering education and the ways to instil ethics & spirituality into the technical education system. The step by step initiatives taken by the faculty of engineering at the International Islamic University Malaysia (IIUM) is highlighted in this paper. In order to achieve the goals of Islamisation of engineering education at IIUM, the relevant Islamic elements are added into the curriculums, textbooks are written and learning outcomes are set (at IIUM) to assess the student’s ability in appreciating the link between the revealed and acquired knowledge. Generally, such initiatives are welcomed by the students, though it requires a substantial amount of continuous efforts from the academic staffs. It is realised that Islamisation of the engineering education and continuous reminder of spirituality in engineering practices are essential to reduce the corruption and unethical practices in the engineering profession, which is one of the major socio-economic problems in many countries, rich or poor, developed or developing. Steps taken in the engineering curriculum design is part of the faculty’s initiatives to achieve its vision, which is to be a world-class centre for engineering education and research with values and ethics. Information shared in this paper could be beneficial for both secular and non-secular education system.

Новые механизмы функционирования российской исламской образовательной системы

The paper discusses the perspective ways of developing the Russian system of Islamic education in cooperation with the modern secular educational system. The modern educational system has developed mechanisms aimed at improving the quality and efficiency of education, automating the entire process, from the goals of education to its results. One of such mechanisms is the Federal State Standards (FGOS). In the particular case of Islamic education, this is the Theology FGOS, as well as the exemplary educational programs developed on its basis by specialists and methodologists of Islamic universities of Russia. The most effective technologies of organizing educational activity in an Islamic University are investigated in the article. The necessity of introducing a case-method (organizing educational activities in the form of solving practical problems of daily life) is substantiated. For this purpose, the works of Russian Muslim theologians, who emphasized the importance of the activity-based approach in teaching, are analyzed. Their experience of creative rethinking of the entire system of Islamic education in Russia is briefly described. It is concluded that such a technique is focused not so much on obtaining specific knowledge as on the formation of professional competence, as well as the development of cognitive skills and abilities.

Integration of Knowledge: A Time Befitting Step

This research aims to demonstrate that in the contemporary world, secular philosophical thought seized not only the Western education system but also that of Muslim World. The Western materialist thoughts are mostly originated from empiricism, rationalism, secularism and many more tenets as such. Hence, their such speculation distanced them from the guidance of Allah (SWT); eventually, many sorts of rebellious actions prevailed in their perceptions, policies of society and state. Conversely, Islamic epistemology is different. It creates connection between all sources of knowledge and revelation. The purpose of this study is to display the moral failure of secular education system and dire necessary of integrated education and its swift expansion, especially for Muslims across the Islamic world. The study has followed the qualitative methodology through an intensive study mainly the secondary data like the previously published original books, articles, periodicals, magazines and online lectures of specialists and experts on integration of knowledge. The findings of the research are installing Islamic worldview in mindset of Muslim students, producing innovative dynamic leadership for each sector, launching same education system and joint research project for OIC member states, nurturing thinking mind of students, making people employable, expanding exchange program, revitalizing higher education and building relationship between universities and industries.

Integration of Knowledge: A Time Befitting Step

This research aims to demonstrate that in the contemporary world, secular philosophical thought seized not only the Western education system but also that of Muslim World. The Western materialist thoughts are mostly originated from empiricism, rationalism, secularism and many more tenets as such. Hence, their such speculation distanced them from the guidance of Allah (SWT); eventually, many sorts of rebellious actions prevailed in their perceptions, policies of society and state. Conversely, Islamic epistemology is different. It creates connection between all sources of knowledge and revelation. The purpose of this study is to display the moral failure of secular education system and dire necessary of integrated education and its swift expansion, especially for Muslims across the Islamic world. The study has followed the qualitative methodology through an intensive study mainly the secondary data like the previously published original books, articles, periodicals, magazines and online lectures of specialists and experts on integration of knowledge. The findings of the research are installing Islamic worldview in mindset of Muslim students, producing innovative dynamic leadership for each sector, launching same education system and joint research project for OIC member states, nurturing thinking mind of students, making people employable, expanding exchange program, revitalizing higher education and building relationship between universities and industries.

Association Between Type of Educational System and Prevalence and Severity of Myopia Among Male Adolescents in Israel

A substantial portion of the public is diagnosed with myopia, which increases the risk of potential sight-threatening complications. The association between study style and the development of myopia is unclear. To analyze the association between studying in different educational systems and the prevalence and severity of myopia among Jewish male adolescents in Israel. A nationwide, population-based study was conducted of 22 823 male candidates for military service in Israel aged 17 to 18 years attending the military draft board in 2013 who underwent a medical examination and a visual acuity assessment. Statistical analysis was performed from January 1 to March 31, 2018. The participants studied in 1 of 3 Israeli educational systems: secular, Orthodox, or ultra-Orthodox. The ultra-Orthodox system and, to a lesser extent, the Orthodox system involve intensive reading starting in early childhood compared with the secular system. The odds ratio (OR) for the association between educational system and the prevalence and severity of myopia. Among the 22 823 participants (mean [SD] age, 17.7 [0.6] years), there was a higher proportion of adolescents in the ultra-Orthodox educational system with myopia (1871 of 2276 [82.2%]) compared with adolescents in the Orthodox educational system (1604 of 3189 [50.3%]) and those in the secular educational system (5155 of 17 358 [29.7%]). Compared with adolescents in the secular educational system, those in the Orthodox educational system were more likely to have myopia (OR, 2.3; 95% CI, 2.1-2.5; P < .001), as were those in the ultra-Orthodox educational system (OR, 9.3; 95% CI, 8.2-10.7; P < .001), after adjustment for age, country of origin, socioeconomic status, years of education, and body mass index. The multivariable adjusted OR for high myopia (refractive error of at least -6.0 diopters) was 4.6 (95% CI, 3.8-5.5; P < .001) for adolescents in the Orthodox educational system and 38.5 (95% CI, 30.7-48.2; P < .001) for adolescents in the ultra-Orthodox educational system compared with adolescents in the secular educational system. This study provides evidence of the independent association between educational systems and the prevalence and severity of myopia. Male adolescents in the ultra-Orthodox educational system have higher odds of having myopia and high myopia. These findings suggest that study styles that involve intensive reading and other near-work activities (those done at a short working distance) play a role in the development of myopia and warrant consideration of prevention strategies.

Peran Snouck Hurgronje dalam Merancang Sistem Pendidikan Sekuler di Indonesia dan Dampaknya bagi Kaum Pribumi Islam

The secular education system is an education system that separates explicitly between religion and science. Indigenous Indonesians began to recognize the secular education system from the Netherlands at the beginning of the 20th century. Through critical historical methods found: 1) The teachings of jihad in Islam played an important role in encouraging natives to fight in the Netherlands. 2) The teachings of jihad in Islam have made the Netherlands traumatized by indigenous resistance. While the Dutch themselves still want to continue to colonize the natives. 3) How to distance the teachings of Islamic Jihad from the natives is the great homework of Dutch so that the Dutch can still colonize Indonesia? 4) Snouck Hurgronje is a Leiden scientist who managed to provide solutions to the Netherlands. 5) Implementing a secular education system is the solution given by Snouck to the Netherlands. 6) Through the secular education system, the Dutch did succeed in ali.enating the minds of the natives from Islam. 7) The secular education system succeeded in building new beliefs for indigenous children. Their new belief is that the presence of Islam in Indonesia has made Indonesia suffer a setback. 8) They provide a solution, that if the Indonesian people want to achieve progress, then the Indonesian people must ignore religion and focus on developing secular science as the main means of advancing Indonesia in the future.

TO THE QUESTION OF THE HISTORY OF THE FORMATION AND DEVELOPMENT OF THE EDUCATION SYSTEM OF THE NORTH CAUCASUS MUSLIM PEOPLES (THE END OF THE 18 19th CENTURIES): MYTH-MAKING AND OBJECTIVE REALITY

In this article, the author focuses on the main stages of the formation and development of the spiritual and secular education system of the North Caucasus Muslim peoples in the 80s. 18th ‑ the end of 19th centuries, and also features of conducting educational policy by the state in the field of education of North Caucasus Muslim peoples in the specified period are elucidated. Particular attention is paid to the discovery of new factual information, which contributes to the greater objectification of the history of this issue. The socio-political and economic situation in which the center and the periphery turned out to be at the time under consideration has caused quite serious changes in the ducation system. Deciding to quickly bring the educational institutions of the province in line with uniform requirements, the imperial administration decided to abolish its special position. Along with successes, there were shortcomings, as a result of which the management system in the North Caucasus declined by the beginning of the 20th century, and this also affected education. All the progressive public understood that it was necessary to reorganize the school and then a new trend called Jadidism (socio-political and educational movement among the Muslim peoples in the Russian state) appeared in the Caucasus at the beginning of the 20th century.