伊斯兰教育在多元化社会的加强,以预测水平水平的社会冲突的潜在潜力,通过上游英德拉吉里区的非正规路线

Juni Erpida Nasution
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引用次数: 0

摘要

伊斯兰教的大多数信徒认为伊斯兰教是一个整体的宗教。伊斯兰教不仅被定义为纯粹的一神论宗教,而且涉及生活、公共宗教、宗教多元主义各个方面的教义不仅是在私人领域容纳宗教真理主张的问题,也是穆斯林领导人必须承认和保护宗教自由的公共政策问题。不仅在穆斯林内部,而且在宗教和教导神性和人性的宗教之间,包括多元主义问题。多元主义是从神圣教导的命题中产生的。理性的结论是,如果一体只属于安拉,那么除了他之外就不配承受它,这意味着除了安拉之外就是多元。宗教、传统、艺术、文化、生活方式和印度尼西亚社会各民族所持有的价值观方面的多元性和多样性。一方面,这种多样性和多元性对印度尼西亚来说可以是一种积极和建设性的力量。另一方面,如果没有积极的引导,它将是一种消极和破坏性的力量
本文章由计算机程序翻译,如有差异,请以英文原文为准。
INTENSIFIKASI PENDIDIKAN ISLAM PADA MASYARAKAT PLURAL UNTUK MENGANTISIPASI POTENSI KONFLIK SOSIAL HORIZONTAL BERNUANSA SARA MELALUI JALUR NONFORMAL DI KABUPATEN INDRAGIRI HULU
Islam according to the majority of its adherents is a holistic religion. Islam is not only defined as a mere religion of monotheism, but teachings concerning all aspects of life, public religion, religious pluralism is not just a matter of accommodating religious truth claims in the private sphere, but also a matter of public policy where Muslim leaders must recognize and protect religious freedom. , not only intra-Muslims, but also between religions and religions that teach divinity and humanity, including the issue of pluralism. Pluralism is something that is born from the proposition of divine teachings. Reason concludes that if oneness only belongs to Allah, then other than Him is not worthy to bear it which means other than Allah is plurality. Plurality and diversity in terms of religion, tradition, art, culture, way of life, and the values held by ethnic groups of Indonesian society. On the one hand, this diversity and plurality for Indonesia can be a positive and constructive force. On the other hand, it will be a negative and destructive force if it is not directed positively
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