東華大學圖書館 |

Educating for Unity in Diversity : = Religious Education for Transformation in the Context of Everyday Religious Conflict in Post-Authoritarian Indonesia.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educating for Unity in Diversity :/
其他題名:	Religious Education for Transformation in the Context of Everyday Religious Conflict in Post-Authoritarian Indonesia.
作者:	Asmara, Alexander Hendra Dwi.
面頁冊數:	1 online resource (259 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
標題:	Religious education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148881click for full text (PQDT)
ISBN:	9798544295266

Educating for Unity in Diversity : = Religious Education for Transformation in the Context of Everyday Religious Conflict in Post-Authoritarian Indonesia.
Asmara, Alexander Hendra Dwi.

Educating for Unity in Diversity :Religious Education for Transformation in the Context of Everyday Religious Conflict in Post-Authoritarian Indonesia. - 1 online resource (259 pages)

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--Fordham University, 2020.

Includes bibliographical references

This study examines how religious education in Indonesia today must address more intentionally the everyday religious conflict that plagues the nation. It proposes a model of religious education for transformation (focusing on personal, social, and religious transformation) that is rooted in an ethic of solidarity for the common good. An ethic of solidarity entails a willingness to accept differences in society and an effort by people of diverse religious and ethnic backgrounds to find ways of living together despite differences. Solidarity actualizes a dialectic of otherness in relation to togetherness that resonates with the Indonesian motto of "unity in diversity." The study shows how an ethic of solidarity can be realized through religious education by exploring the works of three Indonesian religious educators-Mangunwijaya, Banawiratma, and Katoppo-who have developed theological and educational approaches to educating for transformation in Indonesia. They share the same goal, namely, to develop Indonesia as a fully independent country, a country that is liberated not only from social and political oppression but also from the current culture of exclusion symbolized by everyday religious conflict. The study presents "live-in" education as the best practice of religious education for transformation in Indonesia. Rooted in the Ignatian Pedagogical Paradigm (Pedagogi Paradigma Reflektive St. Ignatius) that emphasizes reflection and action, "live-in" education nurtures a holistic transformation that includes socio-cultural, educational, and theological transformation. From a socio-cultural perspective, "live-in" education provides a social approach that helps people to critically reflect on social reality, particularly the growth of everyday religious conflict in contemporary Indonesia. Even though "live-in" education was initiated and developed by Jesuit, Catholic educators in a school setting, as a praxis (reflection and action) and socially-oriented approach. It can be adopted in other educational contexts. Specifically, it could be utilized in families, faith communities, local community organizations, and other settings as well. From an educational perspective, "live-in" education integrates the intellectual life with faith, piety, integrity, and civic mindedness. It helps students to become more aware of social realities and engenders an active commitment to participate in public life and transform society. The Ignatian Pedagogical Paradigm of "live-in" fosters conscientization and encourages students to commit to social transformation through concrete actions. From theological perspective, "live-in" education actualizes the Indonesian Church's concern for fostering harmonious and non-exclusive faith communities. "Live-in" education guides people to be attentive to their interreligious experience during an immersion experience and to be open to reflecting on God's presence in other religions. By nurturing holistic transformation, "live-in" education can restore the harmony and dialogue that once characterized Indonesia as a nation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798544295266Subjects--Topical Terms:

555072
Religious education.
Subjects--Index Terms:

Everyday Religious ConflictIndex Terms--Genre/Form:

542853
Electronic books.

Educating for Unity in Diversity : = Religious Education for Transformation in the Context of Everyday Religious Conflict in Post-Authoritarian Indonesia.
LDR:04604nmm a2200421K 4500 001 2355326
005 20230512095445.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798544295266
035 $a (MiAaPQ)AAI28148881
035 $a AAI28148881
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Asmara, Alexander Hendra Dwi. $3 3695733
245 1 0 $a Educating for Unity in Diversity : $b Religious Education for Transformation in the Context of Everyday Religious Conflict in Post-Authoritarian Indonesia.
264 0 $c 2020
300 $a 1 online resource (259 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Horell, Harold D.
502 $a Thesis (Ph.D.)--Fordham University, 2020.
504 $a Includes bibliographical references
520 $a This study examines how religious education in Indonesia today must address more intentionally the everyday religious conflict that plagues the nation. It proposes a model of religious education for transformation (focusing on personal, social, and religious transformation) that is rooted in an ethic of solidarity for the common good. An ethic of solidarity entails a willingness to accept differences in society and an effort by people of diverse religious and ethnic backgrounds to find ways of living together despite differences. Solidarity actualizes a dialectic of otherness in relation to togetherness that resonates with the Indonesian motto of "unity in diversity." The study shows how an ethic of solidarity can be realized through religious education by exploring the works of three Indonesian religious educators-Mangunwijaya, Banawiratma, and Katoppo-who have developed theological and educational approaches to educating for transformation in Indonesia. They share the same goal, namely, to develop Indonesia as a fully independent country, a country that is liberated not only from social and political oppression but also from the current culture of exclusion symbolized by everyday religious conflict. The study presents "live-in" education as the best practice of religious education for transformation in Indonesia. Rooted in the Ignatian Pedagogical Paradigm (Pedagogi Paradigma Reflektive St. Ignatius) that emphasizes reflection and action, "live-in" education nurtures a holistic transformation that includes socio-cultural, educational, and theological transformation. From a socio-cultural perspective, "live-in" education provides a social approach that helps people to critically reflect on social reality, particularly the growth of everyday religious conflict in contemporary Indonesia. Even though "live-in" education was initiated and developed by Jesuit, Catholic educators in a school setting, as a praxis (reflection and action) and socially-oriented approach. It can be adopted in other educational contexts. Specifically, it could be utilized in families, faith communities, local community organizations, and other settings as well. From an educational perspective, "live-in" education integrates the intellectual life with faith, piety, integrity, and civic mindedness. It helps students to become more aware of social realities and engenders an active commitment to participate in public life and transform society. The Ignatian Pedagogical Paradigm of "live-in" fosters conscientization and encourages students to commit to social transformation through concrete actions. From theological perspective, "live-in" education actualizes the Indonesian Church's concern for fostering harmonious and non-exclusive faith communities. "Live-in" education guides people to be attentive to their interreligious experience during an immersion experience and to be open to reflecting on God's presence in other religions. By nurturing holistic transformation, "live-in" education can restore the harmony and dialogue that once characterized Indonesia as a nation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Religious education. $3 555072
650 4 $a Theology. $3 516533
650 4 $a Educational sociology. $3 519608
650 4 $a Southeast Asian studies. $3 3344898
653 $a Everyday Religious Conflict
653 $a Indonesia
653 $a Jesuit Education
653 $a Religious Education
653 $a Transformation
653 $a Ethic of solidarity
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0527
690 $a 0222
690 $a 0469
690 $a 0340
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Fordham University. $b Religious Education. $3 3188806
773 0 $t Dissertations Abstracts International $g 83-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148881 $z click for full text (PQDT)