Are Religious Tolerance and Pluralism Reachable Ideals? A Psychological Perspective

Waillet, Nastasya van der Straten; Roskam, Isabelle

doi:10.1080/00344087.2013.747873

Cited by 7 publications

(7 citation statements)

References 33 publications

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“…57 This proves that the existence of pesantren in the past has never been overlooked by those around it. In addition, the growth of a pesantren begins with an observation of it surrounding condition.…”

Section: Theoretical Implicationsmentioning

confidence: 71%

RELIGIOUS EDUCATION AND EMPOWERMENT: Study on Pesantren in Muslim Minority West Papua

Wekke

2016

MIQOT

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Abstrak: Pendidikan Islam dan Pemberdayaan: Studi Kasus Pesantren pada Muslim Minoritas Papua Barat. Pendidikan Islam Indonesia merupakan salah satu pilar pendidikan nasional yang memiliki sejarah panjang. Dalam dinamika pembangunan, pesantren kembali membuktikan diri sebagai elemen penting bangsa. Tulisan ini membahas aktivitas dan gerakan madrasah di daerah minoritas Muslim dalam upaya membangun kapasitas umat melalui pembelajaran kewirausahaan. Penelitian ini dilaksanakan dengan menggunakan pendekatan kualitatif dengan ragam studi kasus. Observasi dan wawancara diterapkan untuk mengumpulkan data. Penulis menemukan adanya pelatihan dan pembelajaran berbasis kebutuhan mendorong siswa untuk menekuni keterampilan untuk aktivitas sehari-hari. Pesantren Roudhotul Khuffadz mengembangkan pola pembelajaran dengan mengacu kepada lingkungan peserta didik. Disimpulkan bahwa pendidikan Islam dengan tumpuan pada kebutuhan dan kepedulian akan lingkungan dapat memberdayakan santri untuk penguasaan keterampilan, walaupun itu dilaksanakan dengan keterbatasan komunitas di wilayah minoritas Muslim.Abstract: Islamic education in Indonesia is one pilar in national education whis has a long history. In the course of time with development dynamics, pesantren (Islamic boarding school) proves as a nation-wide important element. Therefore, this paper will explore dicsuccion on activity and madrasah movement in Muslim minority in term capacity building through enterprenurship learning. This study was employed qualitative approach with miscellaneous case study. Observation and in-depth interview were conducted on collecting data. This research shows that daily-need based training and learning encourages students to enhance their skills during day after day activities. Pesantren Roudhatul Khuffadz enlarges learning cycle according to students' environment. Finally, it can be concluded that Islamic education can develop students' skill acquicition, although it is practiced with community limitation in Muslim minority area.

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Section: Theoretical Implicationsmentioning

confidence: 71%

RELIGIOUS EDUCATION AND EMPOWERMENT: Study on Pesantren in Muslim Minority West Papua

Wekke

2016

MIQOT

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“…Constructs whose meaning is close to that of readiness to engage in interreligious dialogue include religious tolerance (e.g., Ekici and Yucel 2015;Hook et al 2017;Putnam and Campbell 2010;Van der Straten Waillet and Roskam 2013;Van Tongeren et al 2016), interreligious favourability (e.g., Ciftci et al 2015), ecumenism as a dimension of a seeking attitude (Beck and Jessup 2004), attitude towards religious diversity (e.g., Francis et al 2012;Gawali and Khattar 2016), xenosophia Klein 2014, 2018;Streib et al 2010), and prejudice in interreligious relations (Eka Putra 2016;Hunsberger and Jackson 2005;Klein et al 2018). Most of them, however, concern a global attitude towards the followers of other religions (the religious other).…”

Section: Readiness To Engage In Interreligious Dialoguementioning

confidence: 99%

“…Research shows that openness to religious diversity is related to cognitive openness, need for cognition (Watson et al 2015), open-mindedness (Gawali and Khattar 2016), and intellectual humility (Hook et al 2017). Religious tolerance is positively correlated with openness to experience, imagination, artistic sensitivity, rich emotionality, cognitive curiosity, flexibility of behaviour, non-dogmatism, and internal religiosity (Kruglanski and Webster 1996;Altemeyer and Hunsberger 1992;Van der Straten Waillet and Roskam 2013;Deslandes and Anderson 2019;Van Tongeren et al 2016). The attitude towards religious diversity was shown to correlate positively with open-mindedness and flexibility (Gawali and Khattar 2016).…”

Section: Readiness To Engage In Interreligious Dialoguementioning

confidence: 99%

Transgressive Behaviours and Readiness to Engage in Interreligious Dialogue in Young Adulthood

Rydz

Stawarz

2022

Religions

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One of the key aspects of an individual’s spiritual intelligence is the ability to transcend, which allows one to identify dimensions of reality that go beyond the boundaries of the material world. In the present study, we look at transcendence from the theoretical perspective of a conception proposed by Kozielecki, who defines human transgressive behaviour as all those actions and acts of thinking which exceed the limits of an individual’s existing material, symbolic and social capacities, and achievements and which constitute a source of new important values. One important social value is the readiness to engage in dialogue with people of other faiths. We wanted to investigate the associations between transgression and young people’s readiness to enter into such dialogue. Rydz and Bartczuk, departing from a psycholinguistic definition of dialogue, developed a definition of readiness to engage in interreligious dialogue, describing it as a person’s mental readiness to exchange views about religious topics with people of other religions. We hypothesised that there was a relationship between transgressive behaviours and dimensions of readiness to engage in interreligious dialogue among young adults. To verify these hypotheses, 528 people aged 18–25 were surveyed using the Readiness to Engage in Interreligious Dialogue Test (REID) and the Alternative Behaviours Checklist (ABC) based on Kozielecki’s conception of transgression. The results we obtained show that the dimensions of social transgression, creative transgression, and psychological transgression were positively related to dimensions of readiness to engage in interreligious dialogue.

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“…The second is to analyze the qualitative analysis method's obtained data without using quantitative criteria previously used in studies with the HFD method. Moreover, researching religious group relationships in children is crucial for alleviating religious tensions (Herriot, 2007), developing inter-religious tolerance, and preparing effective intervention programs (Van der Straten Waillet & Roskam, 2013).…”

Section: Using Children's Drawings In Determining Social Images and Friendship Relationsmentioning

confidence: 99%

“…Here, the democratic and pluralistic climate created by schools is of critical importance. Hence, schools must create communities based on the common good and empathy that can unite people around integrative social values such as tolerance and "civil respect" (Halstead & McLaughlin, 2005), regardless of which religion persons belong to (Van der Straten Waillet & Roskam, 2013). With the curriculum and course materials, the teacher in the classroom also is an essential source of information and a model for students.…”

Section: Conclusion Recommendations and Applicationsmentioning

confidence: 99%

Muslim and Christian Peer Images in Turkish-German Muslim Children's Human Figure Drawings

Güleç¹

2021

Turkish Online Journal of Qualitative Inquiry

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In this study, the religious social perceptions and friendship relations of Turkish-German Muslim children between the ages of 7-14 about their religious groups and their host Christian peers were examined. 42 students, including 17 girls and 25 boys, participated in the study.Here children's drawings were benefited as a primary source of information and a diagnostic method in which secondary information (open-ended questions) were directed. The data were analyzed by descriptive qualitative analysis method based on the research questions. In this study, it was seen that religious indicators, signs, and symbols (religious-social images) emerged effectively through the drawing method. Theological semiotic may be used as a diagnostics method in more studies in determining the development of religious concepts in children. The number of religious differences in the drawings increased with age. It was understood that 9-14-year-old children could make religious categorization in interviews about drawings and responses concerning open-ended questions. In-group favoritism and in-group friendship preferences increased with age. At the same time, as age increased, moral reasoning in choosing friendship increased.

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Are Religious Tolerance and Pluralism Reachable Ideals? A Psychological Perspective

Cited by 7 publications

References 33 publications

RELIGIOUS EDUCATION AND EMPOWERMENT: Study on Pesantren in Muslim Minority West Papua

RELIGIOUS EDUCATION AND EMPOWERMENT: Study on Pesantren in Muslim Minority West Papua

Transgressive Behaviours and Readiness to Engage in Interreligious Dialogue in Young Adulthood

Muslim and Christian Peer Images in Turkish-German Muslim Children's Human Figure Drawings

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