Secular Education Research Articles

Spiritual Care as the Foundation for a Child’s Religious Education

This article outlines spiritual care as the foundation for a child’s religious education. The elements of spiritual care are described by identifying how God concepts form in the young, by naming children’s inherent spiritual needs, by offering perspectives from human spirituality research over the last 60 years, particularly as it applies to children, by analyzing the way meaning forms through experience as it finds its way into worldviews each of us holds by early adolescence, and finally, by depicting four types of literacy (cognitive, emotional, imaginative and social) at the basis of spiritual care and as the groundwork for a child’s future development within various religious traditions. The purpose of spiritual care is to focus on the humanity of children and to situate their education within a framework built on their spiritual needs. This article is deeply embedded in assumptions associated with the Christian tradition. However, a fundamental assumption of spirituality research is that every person is spiritual. As a result, the intention to educate the human spirit as a first step to initiating children into a faith tradition is well founded; it also raises the possibility of spiritual care as undergirding secular education, but that question is beyond this article’s purview. The intention is to spark a conversation among religious traditions as one way to meet the deepest spiritual needs of children, which is an urgent dialogue to engage in at present. If French philosopher Jean Baudrillard was correct, the age we are living in is well described as a revolution of confusion. A response to confusion requires [meeting] the spiritual needs of children and creating a broad theoretical and practical approach to how they think and act, as they move into a tradition that they take on board, along with their developed capacity to reflect on that tradition from personal and socially informed perspectives.

HEADQUARTERS OF RUSSIAN TROOPS IN DAGHESTAN. DESHLAGAR

The article examines the emergence and development of Deshlagar, the headquarters of the 83rd Samur Infantry Regiment. Shown is the ethnic composition of the population, participation of Deshlagar in trade relations with the nearby villages of the Dargin district, its role in obtaining secular education for mountain children. Deshlagar is shown as a site of European culture in traditional Daghestan.

John Stuart Mill on Education and Progress

John Stuart Mill, a supporter of state provision of popular and secular education at a national scale in Victorian England, believed education was a means to foster human mind development, accounting also for the future progress of mankind. Unlike other utilitarian thinkers, like Jeremy Bentham, John Stuart Mill believed that the state, in specific circumstances, should supervise education, therefore guaranteeing its quality and not only quantity. The reforms in popular and general education throughout the nineteenth century accompanied the discussion of what should be included in the curriculum of school or university studies, and of the terms defining compulsory attendance. In this context, this paper intends to explore Mill’s position on education and progress in line with his approach to liberalism and to the problems of his time. We will argue that his concept of liberal education transcended formal instruction in schools. Instead, it should continuously strive for the moral and mental well-being of humankind. By largely delving into periodicals and other writings produced during the Victorian era, we shall describe the changes popular education suffered under the sway of political reform and utilitarianism, bearing witness to the spirit of the age and to Mill’s approach to education.

THE CONCEPT OF KNOWLEDGE IN ISLAM AND ITS ROLE IN MUSLIM CIVILIZATION

The article examines the original meaning, the transformation of the concept of education in Islam and its role in the development of science and education in the Muslim civilization. Any concept or term undergoes semantic changes depending on ideological, cultural, social and other conditions in different historical periods. This applies both to the concept of education in Islam and its place in civilization. The concept of knowledge in the tribal Arab culture with limited literacy acquires a new meaning with the advent of Islam, makes a huge contribution to the theoretical definition of the systemic concept of religious and secular education and the development of scientific knowledge. Based on fundamental works on the history of education and science, the role of the concept of education in the development of the Islamic religion and Muslim civilization is evaluated. The main historical factors of accumulation, systematization and development of knowledge in the Muslim civilization are also analyzed. In particular, the ancient Greek, Indian and Persian cultures were included in the Muslim civilization, which contributed to its intellectual enrichment. The prerequisites for the increasing development of education and science in the era of the "golden age" in Islam are analyzed, the place of ancient Greek science in the Muslim civilization, which is the core of modern scientific knowledge, is assessed.

The Double Poles Methodology of Islamic Studies Fazlur Rahman

The view of Islamic education in delivering its students to become normative theologically oriented human beings so far has developed, it must redesign its learning methodology to be contemporary modernist, namely trying to continue to strengthen spiritual morals which is a product of the theological pole as well as strengthen scientific knowledge, namely the merging of the two poles. Therefore, it is necessary to study the thoughts of Islamic education thinkers from time to time in the hope that they can be used as material for thoughts, comparisons and references so that quality Islamic education can be realized as a model for general education that has been secular oriented. Fazlur Rahman is one of the originators of contemporary Islamic education thought. he stated that Muslims should be able to combine the two poles of education by integrating secular Western education into Islamic education learning. This thought is known as the Islamization of secular education in the world of Islamic education. So that the pole of empirical knowledge found by practitioners of secular education related to the needs of human life at that time must be accepted and based on the value of religious spirituality

Stanisław August and his School of Chivalry

The School of Chivalry is one of the most signifi cant modernisation projects carried out in the mid-1760s by Stanisław August and his collaborators shortly after he ascended to the Polish throne. It was an educational project implemented a few years before the establishment of the Commission of National Education, the fi rst educational authority in Poland and in Europe, the function of which corresponded to the present ministry of public, secular education. For the initiative of a modern school to be successful, it needed a well-qualifi ed personnel, including the management staff (a high number of them were foreigners), an appropriately structured educational programme (initially based on Western models), and textbooks. What played a forming role in the case of the Corps of Cadets was an complex ritual supported by the following texts: catechism books, dialogues, forms, which should be treated as mnemotechnical tools, but also as ones building the identity of a graduate from the School, which was intended to be a breeding ground for the military and administrative elite of the state. Its description cannot ignore the moral layer that escaped the educational programmes and the cadets’ everyday life, which was not devoid of duels and embarrassing diseases.

GREEK WRITERS AND PHILOSOPHERS IN PHILO AND JOSEPHUS: A STUDY OF THEIR SECULAR EDUCATION AND EDUCATIONAL IDEALS. By ErkkiKoskenniemi. Studies in Philo of Alexandria, 9. Leiden: Brill, 2019. Pp. x + 352. $166.00.

Religious Studies ReviewVolume 47, Issue 3 p. 386-387 Short Reviews of Recent Publications: Judaism: Hellenistic Through Late Antiquity GREEK WRITERS AND PHILOSOPHERS IN PHILO AND JOSEPHUS: A STUDY OF THEIR SECULAR EDUCATION AND EDUCATIONAL IDEALS. By Koskenniemi, Erkki. Studies in Philo of Alexandria, 9. Leiden: Brill, 2019. Pp. x + 352. $166.00. First published: 30 October 2021 https://doi.org/10.1111/rsr.15405Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume47, Issue3September 2021Pages 386-387 RelatedInformation

Review: Debating Yoga and Mindfulness in Public Schools: Reforming Secular Education or Reestablishing Religion? by Candy Gunther Brown

Review: <i>Debating Yoga and Mindfulness in Public Schools: Reforming Secular Education or Reestablishing Religion?</i> by Candy Gunther Brown

Discourse, legitimacy, and bottom-to-bottom change: haredi activism to promote secular education in New-York Hasidic Schools

ABSTRACT Controversy surrounding the teaching of secular education (SE) has fomented recurrent conflicts between liberal states and religious enclave communities (ECs). The current study explored Haredi (Jewish ultra-Orthodox) community-based activism aiming to promote SE in New York Hasidic schools for boys. It sheds light on how Haredi activists’ discourse legitimized change within their community, following the activists’ efforts to promote policy change through lobbyism, litigation, and media campaigns. The data was derived from documents, observations of social media platforms, and interviews with activists. The findings showed that the activists’ discourse was disseminated in various forms to targeted audiences within the Haredi community, circumventing the religious establishment’s censorship mechanisms. This discourse's content revealed interrelated facets of legitimacy: pragmatic, religious, educational, rights-based, and sociopolitical. It also combined revolutionary arguments with ideas derived from existing community tradition. The conclusions explicate the scheme of employing creative strategies, targeting different audiences, and combining various facets of legitimacy to produce counter-narratives that undermine power structures in ECs. The study’s implications highlight the need for policymakers to understand the barriers Haredi activists encounter upon advocating educational change. The implications also underscore the need to integrate top-down, bottom-up, and bottom-to-bottom efforts to engender change in religious enclave schools.

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.

A school at mosque in the structure of muslim religious education: status and evaluation

The Islamic revival naturally raised the issue of Muslim education in the post-Soviet space. The growth and strengthening of the ideology of radical Islamism in the public consciousness, the designation of the dominance of adherence to religious precepts in everyday life as opposed to secular laws, destructive actions under the slogan of protecting the "purity" of the faith necessitated the dissemination of religious knowledge that would not threaten the secular foundations of the Russian state. Therefore, the development of Muslim religious education in the territories of the historical spread of Islam acquired special significance, for it was intended to give those wishing to receive religious education such knowledge that would not preach inter-religious intolerance and would not spread radical ideas in Russian society. Empirical data indicate that the surveyed population positively assesses the quality of education in the mosque school, arguing that they receive good knowledge of the basics of Islam, have the opportunity to learn how to read the sacred text, as well as certain ritual actions that are quite significant for the respondents in their everyday life. As a secular education, religious education also has disadvantages, and to improve the state of Islamic education, according to the interviewed experts, it is necessary to hold national conferences, round tables, which will discuss issues of teacher training, to organize training courses of teachers of maktabs, ensure a school at the mosque unified educational and methodical literature.

Engaging the Liberal State II: Cardinal Manning and the Royal Commission of 1886

As Archbishop of Westminster, Henry Edward Manning had been much involved in negotiations over the Elementary Education Act of 1870 (Forster’s Act), which aimed at establishing a national system of elementary education. By the early 1880s, Manning was dissatisfied with the operation of the Act, because the secular board schools, financed from rates, had become substantial competitors with the voluntary denominational schools, which were supposed to be the backbone of the system. This established, in effect, a dual system of secular and denominational education, which Manning believed the Act had never envisioned. He lobbied for a Royal Commission to amend the Act, which Lord Salisbury granted in 1886 (the Cross Commission), with Manning as a member. In his work on the Commission, Manning was motivated by three principles, which he believed were critical for the engagement of religious bodies with the liberal state. The first was cross-denominational collaboration in support of religious education. The second was voluntarism so as to prevent state control. The third was localism as opposed to centralization, which was eventually realized with the creation of County Councils by the Local Government Act of 1888, upon whom the supervision of schools eventually devolved.

ЭХО И ВЛИЯНИЕ В ЛАТИНСКОЙ АМЕРИКЕ ПРОВОЗГЛАШЕНИЯ ВТОРОЙ РЕСПУБЛИКИ И НАЧАЛА ГРАЖДАНСКОЙ ВОЙНЫ: ПРЕДВАРИТЕЛЬНЫЙ ПОДХОД

The aim of the article is to study the repercussions of the beginning of the Spanish Second Republic and the rebellion of July 18 in various Latin American countries. The cases of Mexico, Argentina, Chile and Uruguay are studied in particular. These repercussions are analyzed in the framework of the rise of dictatorial and authoritarian governments in most of these countries with the exception of Mexico since the early 1930s. The way in which governments, the Spanish immigrant com-munities and the different social groups in these countries acted in the face of both episodes are studied. The repercussions generated by the anticlerical policy of the first government of the second republic are an-alyzed, especially in the face of the dissolution of the company of Jesus and the introduction of secular education. The tensions that these poli-cies provoked in Argentina and Chile and the support that the second republic obtained in Mexico are analyzed. On the other hand, the way in which the news of the uprising of July 18, 1936 was received is studied. The support for the army by the governments of Uruguay and Chile and, again, the support that the Spanish legal government obtained in Mexico is analyzed.

Debating Yoga and Mindfulness in Public Schools: Reforming Secular Education or Reestablishing Religion?, by CANDY GUNTHER BROWN

Debating Yoga and Mindfulness in Public Schools: Reforming Secular Education or Reestablishing Religion?, by CANDY GUNTHER BROWN

A Brief Survey on the Origin, History, and the Development of Muslim Education in Ceylon Under British Rule

The primary objective of this paper is to briefly trace and survey the origin, history, and development of the Muslim education in Ceylon from British colonial time to modern time. This is not an extensive study on Muslim education in Sri Lanka rather this study traces the trends and evaluation processes of Muslim education. How did the Muslim community formulate its education policies and strategies in the past in Ceylon? How did British empire help the Muslim minority community to enhance its secular education in the formative years of Muslim education in Ceylon? How did Muslim community compete with Tamil and Sinhalese communities in the field of Education? The Sri Lankan Muslim community is the second minority community today. Many statistics suggest that the Sri Lankan Muslim community is falling behind in education, public employment, and other higher education opportunities in Sri Lanka. This backwardness of Sri Lankan Muslim community in education and public services can be attributed to some historical, religious, cultural, economic, and political factors. The checkered history of the past colonial periods in Ceylon has shaped and molded the present status of the Muslim community today. The pathetic condition of Muslim community today is nothing but a reflection of wrong conceptual policies of Muslims in the past in its history. Unlike Tamil and Sinhalese communities, the Ceylon Muslim community failed to upgrade and uplift its education due to some wrong perceptions, and religious concepts. That is why even today in this digital world, the Sri Lanka Muslim community finds it hard to upgrade and uplift its education. This paper explores the interplay between the past and present-day Muslim history to understand the factors that have contributed to the backwardness of the Muslim community in Sri Lanka. A qualitative research method has been employed this research to understand why Muslims are still falling behind in education. Ideally, a quantitative research method would have been more useful one in this research to measure the level of Muslim percentage in all sections of education today and yet, it is beyond the scope of this research paper to carry out such a research.

Теологическое образование в современном российском обществе: состояние и проблемы (на примере примечетской школы).

The Islamic revival naturally actualized the issue of Muslim education in the post-Soviet space. Moreover, its activation was facilitated by complex and contradictory processes in the religious sphere, in this context, among the followers of the Islamic faith. The growth and strengthening of the ideology of radical Islamism in the public consciousness, especially of the younger generation, the designation of the dominant following of religious precepts in everyday life as opposed to secular laws, destructive actions under the slogans of protecting the "purity" of faith made it necessary to spread religious knowledge that would not threaten the secular foundations of the Russian state. Therefore, the process of developing religious Muslim education in the territories of the historical spread of Islam has acquired special significance, because it was intended to give those who want to receive religious education such knowledge that would not preach inter-religious tolerance, and would not spread radical ideas in Russian society. Empirical data show that the surveyed population positively assesses the quality of education in a school at the mosque, with the argument that they get a good knowledge of the basics of Islam, have the opportunity to learn how to read the Holy text, as well as certain ritual actions that are quite significant for respondents in their daily lives. As well as secular education, religious education also has drawbacks and to improve the state of Islamic education, according to the interviewed expert community, it is necessary to hold Republican conferences, round tables, which will discuss the issues of improving the skills of teachers, organize training courses for teachers of maktabs, provide schools at the mosques with unified educational and methodological literature.

ВЗАИМОДЕЙСТВИЕ СВЕТСКОГО И РЕЛИГИОЗНОГО ВОСПИТАНИЯ: АКТУАЛЬНЫЕ И ДИСКУССИОННЫЕ ВОПРОСЫ

Education as a special social institution develops in the system of pedagogical activity and evolves along with culture. The main goals of education are to prepare a person for life in society according to its laws, moral and legal norms, as well as according to the principles of spirituality. In other words, education is more responsible for the formation of the axiological subsystem of human culture. Historically, the upbringing of the younger generation is engaged in various subjects of socialization: the family, educational institutions, public organizations, etc., among which the Church occupies a special place. In our country, due to the prevailing social circumstances, the Church was excluded from participation in the educational process for many years. Today, the state and the public, realizing the spiritual damage that Russia suffered during the years of the USSR, perestroika, and then the spiritual crisis, are trying to restore the lost traditions of the Church's participation in the upbringing of the younger generation. The interaction of religious and secular education has its own canons, mechanisms, and development trajectories. But in the new conditions of the information society, in the conditions of the loss of a whole generation of people who keep these traditions and are able to pass them on to the younger generation, the resumption of such interaction faces a certain range of problems and difficulties. The authors of this study have studied the most relevant and controversial works of modern scientists, teachers, and theologians on the integration of secular and religious education in modern conditions. The study showed that the Institute of secular education is not ready to create a basis for such interaction, and the religious Institute can not cope with this task alone. This is explained by many factors and reasons that require separate research, which will be the subject of our further work.

HISTORY OF CURRICULUM (NISA'AB) DEVELOPMENT AND SECULAR EDUCATION IN MADRASA

The Madrasa system of education is still relevant and useful in the modern Indian situation. Besides the religious education, Madrasas are imparting secular education, too, which is almost similar and equal to the secular education being imparted in our mainstream primary and secondary schools. The Madrasas are rendering valuable national service, free of cost, by helping in eradication of illiteracy and promotion of education in the educationally most back ward section of our society, the Muslim minority, and, therefore, deserve bouquets, not brick-bats. The Madrasas are preservers and promoters of the Muslim's religion (Islam) and culture, and of the Urdu and Arabic languages and literatures in India. These, together, form the 'Muslim heritage' in India and a signicant part of what goes as 'composite culture of India' and 'The Indian heritage'.

Comparison of Impact of Secular and Religious Education on Children’s Factuality Judgements and Problem Solving Strategies

ABSTRACT The purpose of this study is to examine the impact of religious education on Turkish children’s reality status judgements, reasoning processes and intercessory beliefs for problem solving. The participants consist of 51 children, 27 of whom are enrolled in a public kindergarten that provides secular education and 24 in private kindergarten that provides religious education in addition to a secular curriculum. Pre-Test-post-test design was utilised. When the children in the religious group encountered a problem that is almost impossible for them to solve with their own abilities, they tended to demand help from God more than the ones in the secular group did.

Surviving the “Sexplosion”: Christianity Today and Evangelical Sexual Ethics in the Long 1960s

This paper examines how the editors and contributors to Christianity Today (CT) called for an evangelical sexual ethics in the 1960s. Editors and contributors alike were concerned that the supposed sexual immorality on college campuses, the liberalization of obscenity laws, the approval and sale of the birth control, and secular sex education programs threatened the United States’ social health. They believed that evangelicals needed to learn how to talk about sex, and this belief resulted in the development of conservative Protestant sex manuals by the middle of the 1970s. Overall, talk about sex in the pages of CT demonstrates that evangelicals are neither anti-sex nor traditionalists. They instead forged a new sexual ethic in response to the historical events and developments of the 1960s.