西方语境与伊斯兰视角下的品格教育

Sarwadi Sarwadi, Husna Nashihin
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引用次数: 2

摘要

品格教育在印尼至关重要。不断上升的犯罪率和其他道德沦丧的例子都是警告信号,表明人们的大部分性格处于危险状态。《宪法》规定,国民教育的目标是培养品德高尚、技能高明的人才。由18个优秀品质组成的品格教育方针规定了这一点(宗教、诚实、自律、宽容等)。品格教育和Akhlak从西方语境和伊斯兰观点来看是可比较的概念。伊斯兰教道德指导的主要来源是古兰经和圣训,先知穆罕默德是一个例子。伊斯兰教建议的品格教育方法是基于心理-精神的方法,通过灵魂管理、习惯化、模范生活方式和健康的环境,涉及三种不同的教育机构:学校、家庭和社区。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Character Education between The Western Context and Islamic Perpective
Character education is essential in Indonesia. The rising crime rate and other instances of moral failings are warning signs that the bulk of people's character is in a dangerous state. According to the constitution, the goal of national education is to produce people who are noble in character as well as skillful and clever. The character education policy guidelines, which comprise 18 characters that excel, mandate this (religious, honest, disciplined, tolerant, and so on). Character education and Akhlak are comparable concepts from the western context and an Islamic perspective. Islam's principal sources for moral instruction are the Qur'an and Hadith, with the Prophet Muhammad SAW serving as an example. The suggested approach to character education in Islam is based on a mental-spiritual approach through soul management, habituation, an exemplary lifestyle, and a healthy environment that involves three different educational institutions: schools, families, and communities.
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