Talim: Journal of Education in Muslim Societies and Communities最新文献

Islamic Religious Education in Serbia: Process and Functioning 塞尔维亚的伊斯兰宗教教育:过程和功能

Talim: Journal of Education in Muslim Societies and Communities Pub Date : 2018-06-30 DOI: 10.12738/talim.2018.1.0102

M. Sanver, S. Amidi

引用次数: 1

Values Education in Germany: The Case of Lower Saxony 德国价值观教育:以下萨克森州为例

Talim: Journal of Education in Muslim Societies and Communities Pub Date : 2018-06-30 DOI: 10.12738/TALIM.2018.1.0003

Şükrü Bilici

引用次数: 1

Investigating the Textbooks Used in Imam Hatip High Schools in Terms of Individualism and Collectivism 从个人主义和集体主义的角度考察伊玛目哈提普高中使用的教科书

Talim: Journal of Education in Muslim Societies and Communities Pub Date : 2018-06-30 DOI: 10.12738/TALIM.2018.1.0104

Sıddık Ağçoban

引用次数: 1

Guilt and Shame in Religious Education 宗教教育中的罪与耻

Talim: Journal of Education in Muslim Societies and Communities Pub Date : 2018-06-30 DOI: 10.12738/TALIM.2018.1.0100

Z. Khosravi

{"title":"Guilt and Shame in Religious Education","authors":"Z. Khosravi","doi":"10.12738/TALIM.2018.1.0100","DOIUrl":"https://doi.org/10.12738/TALIM.2018.1.0100","url":null,"abstract":"To cite this article: Khosravi, Z. (2018). Guilt and shame in religious education. Talim: Journal of Education in Muslim Societies and Communıities, 2, 5‒22. https://dx.doi.org/10.12738/talim.2018.1.0100 1 Correspondence to: Zohreh Khosravi (PhD), Professor of Clinical Psychology, Faculty of Education and Psychology, Alzahra University, Vanak, P.O. Box: 1993891176, Tehran Iran. Email: zohreh_khosravi@yahoo.com Abstract Learning self-control is an important component of religious education. However, the relation between religion and psychological well-being is controversial. While some findings indicate religiosity to be associated with mental disorders, other findings show it provides people with calm and hope. The manner in which guilt forms, which is important for both religious and psychological studies, can shed some light on this controversy. Guilt appears as a cognitive-emotional experience when people breach their believed religious and moral standards. The two concepts of guilt and shame should be distinguished. While guilt refers to behavior, shame deals with the person’s whole self. Thus, guilt can be associated with taking responsibility for one’s behavior whereas shame undermines the whole personality of a person and targets one’s self-esteem. In addition, shame is profoundly dependent on others’ judgments and leads to rumination and feeling worthless. Distinguishing between guilt and shame can explain this controversy. The positive association between religiosity and psychological disturbances results from the feeling of shame, whereas feeling of guilt can explain the negative correlation between religiosity and psychological disorders. This differentiation is important in Islamic education. According to Islamic teachings, people should retain their self-esteem even when they commit negative actions. The negative action itself should be the aim of critique and blame rather than the spirit of the person, which has a divine origin. Thus, distinguishing between action and agent should be taken as a strategy in Islamic religious education so that only the bad action is taken at issue, whether for blame or change. On the other hand, the whole personality of the person should be taken as a respected entity. This is why Islam views despair as a supreme fault because associates a person with basically being worthless.","PeriodicalId":181390,"journal":{"name":"Talim: Journal of Education in Muslim Societies and Communities","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115508661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Qur’anic Worldview and the Natural Sciences: An Ūlū Al-Albāb Integration Framework for Islamic Secondary Schools 古兰经世界观与自然科学:伊斯兰中学Ūlū Al-Albāb整合框架

Talim: Journal of Education in Muslim Societies and Communities Pub Date : 2018-04-28 DOI: 10.12738/talim.2018.1.0103

Nur Jannah Hassan

{"title":"Qur’anic Worldview and the Natural Sciences: An Ūlū Al-Albāb Integration Framework for Islamic Secondary Schools","authors":"Nur Jannah Hassan","doi":"10.12738/talim.2018.1.0103","DOIUrl":"https://doi.org/10.12738/talim.2018.1.0103","url":null,"abstract":"For the Muslim ummah, the issue of integration in education has been a major concern since the post-colonial period, as the events that transpired during this period left Muslims with the legacy of a dichotomous education. In turn, this type of education results in disharmonies in the person, family, society and the environment. Yet post-modern trends are opening up opportunities for non-conventional alternatives as solutions. This article presents the major rationales for integrating the Qur’anic worldview and the natural sciences. It touches upon the fundamental elements of the Qur’anic worldview in relation to the studies of nature, specifically the notion of “reading” the two Books of Allah (i.e. al-Qur’ān and the Open Book of the Cosmos) as well as humanity’s relation with Allah, with itself and with the cosmos. This article briefly discusses the worldviews that have brought about the natural sciences to their current pedestal, the ensuing environmental and humanitarian crises of the contemporary world, and experts’ responses in the face of these crises. It puts forward an integrated model for the study of the natural sciences based on a synthesis of al-Ghazālῑ’s methodology of integration and discourse on the qalb, and the Ūlū al-Albāb notion of the Qur’an. The integrated model is for use in Islamic secondary education, where certain aspects of the natural sciences undergo a discreet but holistic reposition, reinterpretation and reorientation from the framework of, and organically infused with the Qur’anic worldview. It is believed that such integration is able to address the conflicts and disharmonies, and in the long run restore the equilibrium, not just within the Muslim person and the ummah but also to bring about sustained goodness for humanity in general and the environments in which they reside.","PeriodicalId":181390,"journal":{"name":"Talim: Journal of Education in Muslim Societies and Communities","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131952771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0