Religious tolerance in secondary Islamic Education textbooks in Kuwait

Alabdulhadi, Maali Mohammed Jassim

doi:10.1080/01416200.2019.1585329

Cited by 29 publications

(24 citation statements)

References 13 publications

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“…66 Tolerance, therefore, is an obligation to all Moslems 67 because, in Islam, the concrete expression of tolerance is by accepting religious diversities in society. 68 It would further lead people to see the differences, not as mistakes. Instead, differences need appreciation and recognition as a part of wealth such as differences in race, ethnicity, religion, customs, perspective, behavior, and opinions.…”

Section: Siswantomentioning

confidence: 99%

The Islamic Moderation Values on the Islamic Education Curriculum in Indonesia: A Content Analysis

Siswanto

2020

Jurnal Pendidikan Islam

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The discourse of Islamic moderation in Indonesia is re-emerging as the phenomenon of radical religious understanding emerges. This study aims to analyze the values of Islamic moderation in the curriculum of Education in Indonesia through the textbooks of Pendidikan Agama Islam and Budi Pekerti taught at the Senior High School level (SMA). The method used is content analysis. The results showed that the concept of Islamic moderation was not explicitly mentioned, but reflected in a material whose substance contained the values of Islamic moderation, namely the values of tolerance, democracy, simplicity, justice, and harmony. The mainstreaming of Islamic moderation values in the education curriculum in Indonesia has become very important because of the emergence of concerns about strengthening extremist, intolerant and radicalism-terrorism movements in several educational institutions.

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Section: Siswantomentioning

confidence: 99%

The Islamic Moderation Values on the Islamic Education Curriculum in Indonesia: A Content Analysis

Siswanto

2020

Jurnal Pendidikan Islam

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“…12 I would like to introduce also some crucial examples of the Ottoman madrasas. First, the Qartay wakaf madrasa which was established by minister Jalauddin Qartay in Konya in 1251-1252 provided a requirement for teachers who would teach that they must capable sharia, hadi> th, and tafsi> r. 13 One of most important figure in the early Ottoman history who taught at this madrasa is Akmaluddin al-Baburti. Baburti was born in the city of Bayburt (1384Bayburt ( -1385 in the Northeast of Turkey to travel to study in the city of Alepo, then he left for Cairo.…”

Section: Early Institutional Varieties Under the Ottomanmentioning

confidence: 99%

Continuities and Changes

Sabri¹,

Meirison²,

Warmansyah³

2020

epis

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This article discusses continuities and changes of educational institutions during the political transition from the Seljuq dynasty to the Ottoman sultanate. It diachronically examines elements of education which were transformed and adapted into a new political structure under the political regime, the Ottoman. This article will closely look at institutional transformation and educational curricula as to which the changing political regime affected contents and management of Islamic education. This article further argues that the political transformation from the Seljuq to the Ottoman had generated a new educational system in which the Ottoman imposed the attempts to integrate Islam and modern sciences. At managerial level, the transformation has also invited the introduction of science in Islamic educational system. Western educational system reserved as an important reference for this transformation amid the changing regime from the Seljuq to the Ottoman.

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“…It is fostered by knowledge, openness, communication, and freedom of thought, conscience, and belief. Tolerance is harmony in difference' (1995) with these definitions, Alabdulhadi (2019) pinpoints reasons why tolerance is needed, such as the abolition or reduction in the number of hate crimes and the need for treating other people with respect and dignity in daily social interactions. Moreover, situated in this study's context, tolerance is urgently required in a religious society setting, such as Indonesia, a country that consists of different religions.…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have reported how religious tolerance has been practiced in different education contexts such as secondary school and higher education (e.g., Alabdulhadi, 2019;Potgieter, Van Der Walt, Wolhuter, & Potgieter, 2014;Raihani, 2014;Schweitzer, 2007;Wijaya Mulya & Aditomo, 2019). Among these studies, Raihani (2014) highlights the role of family and community in helping students nurturing religious tolerance as they may become the cultural capital of religious tolerance.…”

Section: Introductionmentioning

confidence: 99%

“…The study implies that the individual-specific and society-specific segments may make discourse analysis more effective for religious tolerance promotion. Considering a textbook as guidance of religious tolerance practice, a study by Alabdulhadi (2019) reports that the extent of religious tolerance is reflected and presented on the Kuwait Islamic secondary textbook based on content analysis. Although the study finds more tolerance content in the textbook, he points out that investigating classroom practice is a crucial curriculum application that is highly necessary.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Demystifying Religious Tolerance Practices at an Indonesian Early Childhood Education Context: Responding to Diversity

Filasofa

Prayogo

Khasanah

2021

Al-ATHFAL J EDUC CHILD

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Teaching religious tolerance should be conducted from early childhood, but studies and references on religious tolerance among young children are limited. This study explores how to implement religious tolerance in schools and find out how early Muslim children instill religious values as a response to diversity. This study was an exploratory case study deploying an ethnographic classroom approach conducted in a playgroup and kindergarten in Semarang city, Central Java, Indonesia. The participants consisted of the school principal, teachers, Play Group students, and Kindergarten children, while the empirical data of this research were gathered through observation and interview. The findings showed that religious tolerance at the early childhood education level was enacted by celebrating religious events and conducting school activities containing togetherness. Additionally, the inculcation of religious teachings that supported religious tolerance was carried out during religious lessons and worship. Religious tolerance and religious values inculcation prepare children to encounter and respond to diversity in a real-life setting. This study contributes to understanding the implementation of religious tolerance in schools and recommends teachers design lesson plans that include inculcating the values of religious tolerance.

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Religious tolerance in secondary Islamic Education textbooks in Kuwait

Cited by 29 publications

References 13 publications

The Islamic Moderation Values on the Islamic Education Curriculum in Indonesia: A Content Analysis

The Islamic Moderation Values on the Islamic Education Curriculum in Indonesia: A Content Analysis

Continuities and Changes

Demystifying Religious Tolerance Practices at an Indonesian Early Childhood Education Context: Responding to Diversity

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