Religious Education System Research Articles

-COMPARATIVE ANALYSIS OF INTERCONFESSIONAL RELATIONS IN KAZAKHSTAN AND UZBEKISTAN

The article examines the history of religions of the Turkic past, Islamic Renaissance, Tsarist imperialism, Soviet atheism, and nowadays. The author analyzes constitutional and special laws, describes religious diversity and cultural pluralism, examines the system and institutions of religious education, identifies the main reasons for the radicalization of the two countries. He pays special attention to the specifics of the manifestation of religious radicalism in each of the two countries, their approaches to this problem and ways of countering the terrorist threat, and systematizes the opinions of various scientists. The negative consequences of historical and political events on the religious life of the Uzbek and Kazakh societies are determined. The choice of these states is due to the similarity of their history, culture, and political system. A comparative analysis of the state of interfaith relations in Uzbekistan and Kazakhstan is carried out according to the following criteria: historical stages, legislative and legal framework, religious associations, religious education, the problem of religious extremism and fundamentalism. The purpose of the article is to determine the features of the interaction of the authorities with religious and confessional structures, to identify the main problems of interfaith relations and the religious situation in general. This study contributes to a better understanding of ethno-confessional and inter-confessional politics in modern realities, as well as an analysis of the state and forecast of the prospects for the development of tolerant inter-confessional relations in Uzbekistan and Kazakhstan in the context of religious pluralism, globalism, and actual challenges of the postmodern era. It is necessary to gradually strengthen the legislative, political and socio-economic base, which will be aimed at the secular path of development of our countries, without prejudice to confessions and religious organizations, which are separated from the state by definition. In the Turkic period history of Central Asia, many concrete examples testify to the positive experience of historically peaceful coexistence of various religions in the Central Asian Turkic-Muslim region. These historical facts should and can positively influence the further strengthening of interreligious cooperation and harmony

How education level polarizes halal food purchase decision of Indonesian millennials

Purpose The purpose of this paper is to evaluate Indonesian Muslim millennials’ decision-making process in purchasing halal food by introducing knowledge variable into the theory of planned behavior framework and education level (EL; i.e. low vs high) as the moderating variable. Design/methodology/approach There were 400 questionnaires that were distributed to obtain responses from Indonesian Muslim millennials consumers. SmartPLS was used as the structural equation modeling approach to perform the multi-group analysis. Findings EL plays an important role that determines Indonesian Muslim millennials’ decision-making process to purchase halal food. Research limitations/implications The EL was distinguished based on the Indonesian formal education system, which excluded the religious education system from the analysis. Practical implications The information conveyance of halal food product attributes should be conducted gradually according to the millennial consumers’ EL. Millennial consumers with higher EL are more likely to internalize the credence attributes of halal food compared to the lower EL counterpart. Originality/value This study found the significant differences in terms of halal food purchase decision-making between the two groups of lower EL and higher EL.

The tradition of Orthodox singing of the baptized Tatars of the Laish and Mamadysh districts of Kazan province: the historical background

The research object is church singing of the Kryashens (baptized Tatars), a sub-ethnic community of the Tatars following Eastern Christianity. The Kryashens are the bearers of a unique Orthodox singing tradition combining church chants and prayer texts in the Tatar language. The research subject is the historical background of church singing of baptized Tatars which inhabited the Laish and Mamadysh districts of Kazan province. The chronological framework covers the period of generation of the tradition - the late 19th - the early 20th century, which was the period of active missionary efforts of the Russian Orthodox church in the region. The author uses the historical, culturological and source study methods which help to detect the ways of formation of the singing tradition: they are connected with the introduction of a new system of religious and school education of “aliens” in the region, and the start of holding church services in the Tatar language. The research contains the information about the work of schools for the baptized Tatars and parishes in the late 19th - the early 20th century. The author evaluates the modern condition of the Kryashens’ Orthodox singing tradition in the region under consideration and detects the prerequisites of its development which had been established by missionaries in the pre-revolutionary period. The author arrives at a conclusion about an important role of music in the process of christian education of the baptized Tatars, and about significant contribution of the pre-revolutionary missionaries to the formation of spiritual and singing practice of the ethnos, which is currently an important component of its music culture. This ethno-regional tradition of Orthodox singing is considered in Russian musicology for the first time.   

State-Public System of Management in Islamic Educational Organization

This paper argues for the thesis, the systematic interaction between state and society in the sphere of Islamic education is extremely useful. The modern trends of Russian educational system in Russia as well as worldwide tendencies prove that religious education deserves to play an important role in social life. The article focuses on the specifics of the functioning of Islamic educational organizations within the social and legal framework of a secular state and on the need to take into account current trends in the development of the state and public management system when building a modern system of continuous religious education in Russia.

Az egyházak helyzete Makón az őszirózsás forradalom idején

With a population of more than 35,000, Makó was one of the most populous and important cities in Hungary. Makó was the seat of Csanád county. Its religious life was characterized by diversity. The Reformed Church was the largest. The Roman Catholic Church was strong, with a significant Greek Catholic and Lutheran community. Almost two thousand Jews also lived in the city. Several church schools operated here. After the lost World War I, Hungary, which had been part of the Austro-Hungarian Monarchy until then, declared its independence. The Aster Revolution of 1918 created completely new conditions for the operation of churches and religious communities in the country and, in Makó. Political life continued to radicalize, and church-critical and anti-church forces grew stronger. This endangered, among other things, the property of the churches, their educational institutions, and the system of religious education. The article examines how the life of the churches of Makó developed in the new circumstances, especially in view of the fact that, as early as January 30th 1919, far-left forces seized power in the city, ahead of national processes.

DERADIKALISASI ANAK-ANAK MANTAN TERORIS MELALUI PENDIDIKAN BERBASIS MULTIKULTURALISME

The spread of social conflicts that have occurred is clear evidence, such as the development of terrorist groups in various parts of the world in various forms. Victims of terrorism are not only those who died due to acts of terrorism, but including victims are families and children of terrorism perpetrators who do not know the activities carried out by their husbands or fathers. Coupled with the negative stigma and bullying behavior towards them sometimes leads to what is called "social reproduction". Khairul Ghazali, a former terrorist who carried out a robbery in CIMB Niaga, is well aware of the importance of education for children of former terrorists and families of terrorists. This qualitative research concludes that the Islamic Education Curriculum at the Daarusy Syifa Islamic Boarding School, Sei Mencirim Village, Kutalimbaru District, Deli Serdang North Sumatra uses a religious education approach taught in schools in a non-professional position as a social science. The religious education system aims solely to study religion as science and knowledge of society (learning to know about religion), not to instill belief and shape humans to obey their religion (learning to be religious persons). The implementation of multiculturalism-based Islamic education at the Daarusy Syifa Islamic Boarding School Darusy Syifaa Islamic Boarding School uses the concept of a natural school. The students in white robes and study turbans in a gazebo about 3x3 meters in size are deliberately placed under trees on the edge of rice fields and fish ponds. The view of the children of former terrorist actors and terrorist families towards the homogeneous and multicultural NKRI is actually no problem, it's just that the negative stigma and people's views of their fathers cause them to follow in the footsteps of their parents, because it is important for society to remove the stigma and abuse against them. most of whom are not involved such as children and families.
 Keyword: Deradicalization, Terrorism, Multiculturalism

Religious Socialisation of Children and Youth in Eastern Orthodox Christian Church as Educational and Pastoral Challenge of Sharing of Cultural Practices

As a result of three decades of social-cultural transformation, Bulgarian literature and practice of religious education though still rare is increasing and improving. As the Church recovers, local parishes, monasteries, and convents become visibly re-socialised and motivated again to provide more adequate pastoral care for all ages. This study explores the importance of informal improvisation and innovation as an approach, in the best interest of children and youth, at a time when an effective, regulated mass public religious education system in Bulgaria is not likely to appear soon. At the same time, revitalised eparchial, parish, convent, and monastery centres start meeting actual needs of renewed church ethos, and begin to provide opportunities for religious socialisation of children and youth that is more functional. Based on direct and indirect experience, on observation, and on partial access to limited local empirical data (that is historically and/or anthropologically only partially explored and categorised), this paper contributes to the analysis of the following unresolved issue: how to direct research toward and keep account of well-known educational and pastoral practices, whether traditional or contemporary, that aid the effective and sustainable religious socialisation of children and youth.

"I feel so crazy, like flying the coop": The Lesser-Known Sarah Schenirer. Side Reflections on Naomi Seidman's Book

"I feel so crazy, like flying the coop"1:The Lesser-Known Sarah Schenirer. Side Reflections on Naomi Seidman's Book Joanna Lisek (bio) Writing an academic monograph about a person who became a legend in her own lifetime is a difficult challenge involving two kinds of temptation. First, there is the urge to unmask or demythologize, which is certainly necessary when writing about venerated people but risks creating an antihero and downgrading the very real achievements upon which the subject's fame is founded. The second temptation is that of hagiography: we must be extremely cautious about accepting at face value the many sources on venerated individuals that reduce their flaws or ignore cracks in their coherent, fixed image. Certainly, these challenges present themselves when writing about the life and work of Sarah Schenirer, founder of Poland's first Orthodox school system for girls. Naomi Seidman successfully avoids those hazards in Sarah Schenirer and the Bais Yaakov Movement, which describes the career of the famous leader of religious renewal among Jewish women and provides a background for the contexts and dynamics of the Bais Yaakov movement, a "revolution in the name of tradition" according to the book's subtitle. Seidman's seemingly oxymoronic formulation highlights the tensions between tradition and innovation and between continuity and change that shaped the very character of Bais Yaakov schools and the movement's social relations. An extremely valuable aspect of the book is its broad context, which allows the reader to see Schenirer's work against the background of the changes taking place at that time not only within Orthodox Judaism itself but also in the emergent feminist, socialist, Zionist, and Yiddishist movements. Seidman shows that Schenirer's work was not a single case, but part of a larger discussion initiated at the beginning of the twentieth [End Page 272] century about the system of religious education for Jewish girls; and that the pattern of femininity propagated by Bais Yaakov was an Eastern European version of the transformation of Western European Neo-Orthodoxy under the leadership of Moses David Flesh. The unquestionable asset of Seidman's argumentation is its analysis of the tension between marginalization, charisma, and institutionalization in the development of Schenirer's movement. Seidman argues that the marginalized position of women within the Jewish Orthodoxy served as a stimulus for the movement's radicalism and progressiveness, as well as its willingness to draw upon the experiences of secular movements. The feminine domain was less strictly controlled, since it was not a priority for Orthodox leaders—according to Seidman, this neglect contributed to the acceptance of Neo-Orthodoxy within the Bais Yaakov movement. Seidman considers Schenirer's gender a kind of alibi or "escape clause," since it allowed her to implement her ideas directly without getting embroiled in rabbinical discussions about the scope of women's Torah studies. That does not mean, however, that Schenirer was unfamiliar with male strategies of Halachic discourse; on the contrary, she readily applied them in texts directed toward her students. Simultaneously, as Seidman shows, Schenirer's role as a leader was marginalized as the movement became institutionalized and politically powerful. This suggests a common tendency in social movements, parties, and even literary or artistic groups: in the preliminary, formative period women play meaningful roles—they might even be the face of movement. But as a group or movement stabilizes and the internal hierarchy is fixed and becomes a source of prestige and power, women are often side-lined (Seidman demonstrates this through the celebratory opening of the new Teachers' Seminary building in Cracow, during which Schenirer did not even make a speech). Moreover, Seidman demonstrates that Schenirer herself expressed her concerns about the expansion of the movement at the expense of its female activists. Nevertheless, despite some attempts on the part of the Agudat Yisrael party leaders to diminish Schenirer's role, the movement's powerful sisterly relations seem to have prevented [End Page 273] this from happening. Also, Seidman very convincingly shows the discrepancy between the traditional pattern of femininity propagated in the discursive aspect of the movement and the profile of its female activists, who were often single, childless, and working as teachers away...

Formation and Development of the System of Primary Religious Education of the Russian Orthodox Church in the Period From 1990 to 2015

Formation and Development of the System of Primary Religious Education of the Russian Orthodox Church in the Period From 1990 to 2015

The communitarian attitudes of religious Zionist female adolescents to democracy in Israel

The aim of this qualitative research is to investigate how religious Zionist female adolescents ( N = 40) construct and deconstruct their perceptions of democracy within the ‘postsecular’ Israeli society as a result of their intensive, religious Zionist education and socialization process promoted by Israeli schools which subscribe to this ideology within the Israeli state religious education system. This study found that female graduates from the national religious schools were influenced by political theology which was promoted through their schools’ education and socialization processes. The findings highlighted the graduates’ belief in the Jacobin communitarian approach to democracy; their focus on Liebman’s concept of expansionism; and the challenges these approaches pose for maximal civic education in Israel.

Life strategies and plans of young Muslims who receive religious education (Results from the field-study in the madrasah of the Republic of Tatarstan)

The paper offers an analysis of phenomenon of Islamic education. There is argued that the theoretical and historical analysis of this phenomenon prevails in comparison to the practical field studies. The author analyzed the present state of religious education in the Republic of Tatarstan as well as the problems, which arise in this context. It has been identified the role of religious education in the young Muslims formation. The author also traces the influences of madrasas on their students’ family values as well as employment prospects. The rich field material was collected from the 10 interviews given by the full-time students (shakirds) of 4th and 5th academic years. The answers received made clear the basic differences between the males and females in their view on the life values and career. Young females appear to be more family-centered and plan to use the religious education they have received to facilitate in the future the upbringing and education of children. They set family values above educational and professional goals. However, the life strategies of young males vary to a significant extent. Some have already clear plans to continue their religious education and see their future employment in various spheres of Islamic worship. On the contrary others still do not have clearly shaped plans for future and do not plan to continue religious education. The system of Muslim religious education has some disadvantages in comparison to the secular education. The goals of religious education are not always clearly set, there are no prospects for further education and career, which is often reflected in unwillingness of the students to stick to the professional career in religious sphere.

Teaching Pastoral Theology as a Pedagogically Oriented Discipline in the Educational Institutions of the Orthodox Church in Ukraine (Beginning of the 19th – End of the 60's of the 19th Century)

The article focuses on the pedagogical component in the content of Pastoral Theology in the Ukrainian educational institutions of the Orthodox Church, which were included in the system of religious education of the Russian Empire at the beginning of the nineteenth century – at the end of the 1860's. Basing on the studied works “On Positions of Parish Presbyters” by the bishop of the Smolensk Parfenii and the Archbishop of Mogilev, Georgii (Konyskyi), “Letters on Positions of Sacred Rank” by Olexandr Sturdza, “Pastoral Theology” by Archimandrite Anthonii (Amfiteatrov), as well as programs, lecture notes and lecture reviews of lecturers of theological seminaries and the Kiev Theological Academy it has been established that much attention at classes on Pastoral Theology was paid to the preparation of future priests for the religious and moral upbringing of parishioners. The main forms and methods of teaching Pastoral Theology have been presented on the basis of the analysis of archival materials, historical, pedagogical literature. Attention is drawn to the widespread dissemination in the seminaries of rote learning and text dictating, despite the prohibition of such methods by the 1814 Statute. The quality of teaching and staffing of this subject in the secondary and higher Ukrainian educational institutions of the Orthodox Church in the period under research. It has been proved that Pastoral Theology in seminaries was on an equal footing with other branches of theology: teachers understood its great importance for future presbyters and paid much attention to the subject as distinct from the Kiev Theological Academy.

“It Bothers Me, but I Will Not Bring It into the Kindergarten”: Gender Perception Conflicts of Religious Kindergarten Teachers as Reflected in Their Work

The article describes a study on the gender identity of kindergarten teachers in the Israeli State Religious Education System (Hemed). The aim was to investigate their perception of gender identity in light of Orthodox feminism and discover how this is reflected in their work, particularly in the Torah stories they tell. The study, based on a narrative research method comprising seven teachers, suggested a link between their gender perceptions and attitude toward Orthodox feminism, and their attitude toward patriarchal Bible stories. The discomfiture and internal contradictions characterizing their perceptions reflect the diverse attitudes in the religious public to this issue.

INOVASI KURIKULUM PAI SEBAGAI PROGRAM DERADIKALISASI

Radical action is a serious problem facing the Indonesian people. This case cannot be separated from the lack of public attention to religious education Coupled with the role of the government which pays little attention to the Islamic Religious Education system for schools in Indonesia. Islamic Education that fosters moderate character can be a solution to this problem. Therefore the purpose of this study is to explain how Islamic Religious Education plays a role in deradicalization and how PAI's curriculum innovations can produce people of moderate character. This research is a literature research using content analysis. The conclusion of this research is that first, Islamic Education can play a role in deradicalization through material content, the Teacher's thinking style and teacher's guidance to students. Secondly, curriculum innovation to form moderate character can be done by giving a load of tolerance values ​​and patriotism, creating teachers with an inclusive paradigm, implementing learning in a creative and actual way.

The History and Revival of Sunday Schools in Russia

This article considers the high significance of the Russian Orthodox Church’s system of religious education, which is currently being built in the Russian Federation. The great value of this system is due to the fact that Orthodoxy has historically been the most massive and important religion in Russia. Sunday schools are examined as a form of religious Orthodox educating and upbringing. The article defines the specifics of the emergence and historical development of Sunday schools in Russia on the whole and in the Far East in particular. It also discusses the role that modern Sunday schools play for children and adults in Orthodox moral education and spiritual guidance, in preserving Orthodox traditions, and in forming ethical values. The study examines the historical building and modern development of Vladivostok Eparchy. One of the Sunday schools belonging to Vladivostok Eparchy of the Russian Orthodox Church is taken as an example to describe how religious education and raising in Orthodox traditions are organized for children today.

A longitudinal study of attitudes toward evolution among undergraduates who are members of the Church of Jesus Christ of Latter-day Saints.

Polling data reveal a decades-long residual rejection of evolution in the United States, based on perceived religious conflict. Similarly, a strong creationist movement has been documented internationally, including in the Muslim world. Members of the Church of Jesus Christ of Latter-day Saints (LDS, Mormon), a generally conservative denomination, have historically harbored strong anti-evolution sentiments. We report here a significant shift toward acceptance, compared to attitudes 30 years earlier, by students at Brigham Young University, which is owned and operated by the LDS church. This change appears to have multiple explanations. Students currently entering the university have been exposed to a much-improved introduction to evolution during high school. More importantly, there has been a significant decrease in negative messaging from Church authorities and in its religious education system. There is also evidence that current students have been positively influenced toward evolution by their parents, a large percentage of whom were BYU students, who earlier were given a strong science education deemed compatible with the maintenance of religious belief. A pre-post comparison demonstrates that a majority of current students become knowledgeable and accepting following a course experience focused on evolutionary principles delivered in a faith-friendly atmosphere. Elements of that classroom pedagogy, intended to promote reconciliation, are presented. Our experience may serve as a case-study for prompting changes in acceptance of evolution in other conservative religious groups.

THE ESTABLISHMENT OF ISLAMIC EDUCATION IN POST-SOVIET BASHKORTOSTAN: BASIC STAGES, CONCEPTS AND RESULTS

The article deals with the process of development of Islamic education in the Republic of Bashkortostan since the renaissance of religious life in the post-Soviet period. Conceptual changes in the system of religious education, which take place under the infl uence of modern trends and social challenges, are analyzed on the example of a particular region. The author points out the results of transformations in the sphere of Islamic education in Bashkortostan. Russia has a state program for the development of Islamic education, the main goal of which is the development and strengthening of the national system of Islamic education, which can reduce the number of people wishing to study in foreign Islamic centers. All levels of Muslim education are represented in Bashkortostan now. However, the process of creating and implementing a unifi ed concept of Islamic education in the republic, as well as in the country as a whole, is not yet completed.

The system of Muslim education is Russia as a way to combat the Islamic extremist ideology

The article deals with the connections between the radical feelings of a part of the newly Islamized youth on one hand-side and the propaganda increase of Islamic extremists who use pseudo-Islamic slogans in order to provoke public disorder on the other. The author claims that the best results in helping the Muslim youth to avoid the ideological traps can be achieved when the State cooperates with Islamic educational bodies. She points out that the most effective tool to fully achieve this goal can be the well-structured national system of Islamic religious education. The support and attention from the State is one of decisive factors in revival of the Muslim theological schools in Russia. In the present situation the important role in this process plays the Ministry of Education and Science of Russia. Being a State regulator in the field of education and science, the ministry is actively involved in the implementation of the program for the development of Islamic education in Russia.

INNOVATION IN ISLAMIC EDUCATION

The approach to religious education had been shaped by historical, cultural, social, and political reasons, however, both the inherited secular education system and traditional religious education system, as standalone, can never bring development to the society. Hence, the religious education must be combined with secular education and the innovative approaches in education evolve continuously to uphold the pedagogy, learning approaches and facilities even in the current context to sustain, endure to be relevant and culturally resilient with the contemporary scientific and advanced technology. The process of education evolved in many countries, radically changed from traditional madrasah to localized vernacular schools, and then on to European education. The educational curriculum should kindle the learning process by systematic observation, quantitative reasoning and scientific expressions. The learning tools should engage students with the creation through observation, pictorial and descriptive records, exploration, articulation, and communication with fellow students. This paper analysis a combination of both structural and cultural orientations on identified needs leading to facilitations in learning environment, implementing knowledge to practice, and finally evaluated for the fulfillment or gap identification, for furthering the learning or development inputs towards constructive utilization and growth.

Religious Studies and Nonconfessional RE: Countering the Debates

Since the late 1960s, several nations adapted their religious education (RE) system, thereby moving from a confessional, theology-based, to a nonconfessional, religious studies-based approach. However, this shift has been criticized frequently, the main criticisms being nonconfessional RE cannot be neutral, that it leads to relativism, and that it fosters a reductionist view on religion. The author shows that these criticisms are not new but are like the criticisms at the address of the study of religion and the phenomenology of religion. To counter these criticisms in the context of RE, Robert Jackson’s interpretive approach is put forward as a considerable way out.