Definition of religious and moral education pdf
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- religious and moral education books pdf
- International Handbook of the Religious, Moral and Spiritual Dimensions in Education
- Religious and Moral Education Edited
- Moral Education Pdf
In secular usage, religious education is the teaching of a particular religion although in the United Kingdom the term religious instruction would refer to the teaching of a particular religion, with religious education referring to teaching about religions in general and its varied aspects: its beliefs , doctrines , rituals , customs , rites , and personal roles.
religious and moral education books pdf
Download PDF. A short summary of this paper. All rights reserved No part of this book may be reproduce, stored in a retrieval system or transmitted in any form or by any means of electronics, mechanical, photocopying,, recording or otherwise without the prior permission of the copyright owner.
Printed by: Lucky Odoni Nig. Ogunkola Ph. Samson Fola Adedoyin ……. Alebiosu Ph. Akintayo Ph. D …………………………. D ……………………………………………. D ………………………………………….. D …………. Aderemi M. ED …………………………….. The Institute is responsible for publishing and disseminating research findings in all areas of human endeavours. The book "Perspectives in Sustainable Development" is one of the laudable publications of the Institute of Education and I have great pleasure and delight to write a foreword to the book.
The book is a treasure to all those who cherish knowledge and thirst for the development that-meet the present and future needs.
The book comprises of innovatively packaged tools for sustainable development. The pursuit to entrench activities and processes that would increase the capacity of people and the environment to meet human needs and improve the quality of human life is the collective responsibility of all.
The growing concern is how we can explore better ways of carrying out our activities. Therefore we all have a stake in how to identify and encourage optimal resources allocation and civilization. The book provides rich insight into the indicators of sustainable development. These, if well harnessed, will provide a gateway to social, political and economic survival.
The book therefore is a valuable and informative tool that will not only sensitize, educate and empower the reader, it will unravel innovations that are geared towards the achievement of sustainable development nationally and globally.
I congratulate the Ag. Director of the Institute of Education, the editors of the book, and the chapter contributors. This is a valuable and excellent contribution to knowledge. I confidently recommend the book to students and professionals, the political and academic community and to all who desire sustainable development now and in the future. The target of development is the liberation of man possessing a number of interwoven characteristics among which are: the promotion of equality of people, self reliance, economic and social growth and dignity, respect for human beings.
Sustainable development is a desirable development that facilitates growth in its entire ramification and gives due regard to present and future sustainability of the world. It is singularly committed to the advancement of the individual, the environment and the quality of life.
The heart of sustainable development is how to develop mechanisms that are geared towards optimum resource utilization. The focus is to maximise initiatives that will sustain people's welfare and enable them to reach their full potentials while giving cognisance to future endeavours. Ways of achieving sustainable development is the collective concern of all and the claim of ignorance is unpardonable.
One of the machineries for all alleviating ignorance is by creating awareness. A considerable number of interlocking variables are central to sustainable development. They intercept moves and agitations for growth and change. The book identifies these variables and provides lucid of their interrelationships. The book is a synchronized whole, targeted at elucidating the indicators of development. Education is the pivot for societal and global development and is most central to sustainable development.
By means of education, individuals can access, adopt and apply knowledge and information to solve problems and provide realizable recommendations that will transform the world. The genesis and trends of higher, secondary and primary education in Nigeria including the contribution of the private sector for sustainable development are enumerated. Education serves a unifying function, harmonizing its ingredients for sustainable development.
These ingredients which include library education, effective counseling, religion and moral education, and curriculum innovation serve as impetus for achieving sustainable development and are explicitly discussed in the chapters.
Libraries advance the course of education and their objectives are interwoven with that of education. Libraries play tremendous roles in enhancing information and communication skills. They form part of media which play prominent roles in achieving sustainable development.
Media enhances literacy level, urbanization and political participation. Counseling is a continuous sequential education process aimed at harmonizing the social, emotional and intellectual competencies of the learners. Counseling conjoins with religion and moral education to build individuals that are strong enough to cope with the huge challenges of life. Both guarantee life - long learning and the acquisition of acceptable norms and values, behaviour and lifestyle.
Functional education is dynamic, changing and responding to the needs of the society. This makes curriculum review and innovation which are achieved through evaluation in education very essential. Appropriate and relevant education is provided when programmes that meet individual and societal needs are available.
One of such is entrepreneurial education programme. This programme encourage cognitive structuring that will stimulate permanent literacy and independence. Its discussion adds value to the book. The book further discusses the roles and goals of trade union administration, labour education and human resource management for sustainable development.
The effective management of workers. The provision of equal rights, responsibilities and opportunities for women, men, girls and boys is a precondition for an indicator of sustainable development. Therefore, gender equality is a crucial factor in sustainable development and is explicitly examined in the book. Issues in the book stimulate further discussion on rural sociology and agricultural extension services for sustainable development.
It is imperative for these components to the virile in order to ensure agricultural growth and rural development and transformation geared towards the attainment of sustainable development.
Modern scientific innovations and discoveries constitute daily challenges to everyone across the globe. Science and technology are important pre-requisites for growth and development. This informed the discussion of scientific innovations for sustainable development. The book "Perspectives in Sustainable Development" offers a global outlook on cogent issues in sustainable development. It provides the reader with diversified and well articulated authentic information that invigorates thorough processes.
I thank the co-editor and all chapter contributors. In no small measure, I thank the Vice chancellor and Chairman of the Institute of Hducation Governing Board, Professor Odutola Osilesi for writing the foreword and for demonstrating deep concern for growth and development.
His support for scholarly publications is laudable. Kehinde A. Alebiosu Ag. Alaba, O. Ojo, a Research Fellow in the Institute of Education,. Olabisi Onabanjo University, Ago-Iwoye. Currently, the Ag. Introduction The term education is quite elusive and very difficult to pin down to a single definition; experience has shown that their educational philosophers or scholars. It has also been observed that the same person could define education in a number of ways and in most cases, a person's position on the subject changes from time to time.
However, the word education could be said to have originated from two Latin words. From this derivative, the ideas of drawing out or leading out cannot be confined to what the school alone can give. It is also an indication that one could be educated without going through the formal school system. From the above meaning, education is seen as the process of helping each individual to lead in the fullest life he is capable of living, that would be a benefit to the society.
Education involves the process of acculturation which is the act of learning to live in the society and to interact with other people. Religion and moral values are set to achieve the above. Religion and moral education has its foundation in the National Policy on Education. Especially in the schools of the mid-nineteenth century, a non denominational protectionism was heavily promoted in the schools, through such practice as scriptures recitation and the use of curricular materials heavily influenced by protestant sensibility.
This evangelical literature comprises a complete religious system touching on the relationships between man and God, and nation. By the mid-twentieth century, the evangelical nature of the basic curriculum had waned and become more secularized, but public schools continued to open the school day with a religious ceremony comprised of reading from the holy books and a prayer because they realized the purpose of God in the lives of the pupils and the teachers.
Religion which is an institution built over a period of time by common belief has been proved to be one of the institutions within communities that build and strengthen community capacities to cope with various problems of life.
Although a small segment of individual propounds atheism, Suniti noted that majority of people are born into and brought up in an environment that believes in religion.
International Handbook of the Religious, Moral and Spiritual Dimensions in Education
Curriculum for Excellence Religious and Moral Education. Extracted from Principle and Practice: religious and moral education, Education Scotland. The Education Scotland Act continues to impose a statutory duty on local authorities to provide religious education in Scottish schools. The Secretary of State has issued regulatory advice that makes clear that religious and moral education has a fundamental place in the normal school curriculum. Parents have a statutory right to withdraw their children from Religious and Moral Education RME and may contact the Head teacher to discuss this. The school makes suitable alternative arrangements for those children whose parents have requested their child be removed from RME so that they are not disadvantaged as a result of this choice. In the Scottish Government clarified their position regarding the provision of religious observance in Scottish Schools in a letter to all Head Teachers where they stated that:.
Religious and Moral Education Edited
Morality and religion involves the relationship between religious views and morals. Many [ quantify ] religions have value frameworks regarding personal behavior meant to guide adherents in determining between right and wrong. Many religious systems share tenets with secular value-frameworks such as consequentialism , freethought , and utilitarianism. Religion and morality are not synonymous.
Education Details: Religious and Moral Education--A Portrait of Current Practice in Scottish Secondary Schools Another consequence, however, was the creation of private sectarian schools to fill the gap in religious and moral education. Catholics especially, but some Protestants groups as well, created their own sectarian schools. Education Details: Religious and moral education is a process where children and young people engage in a search for meaning, value and purpose in life. This involves both the exploration of beliefs and values and the study of how such beliefs and values are expressed.
This course is basically dealing with the study of nature and common assumptions of the various religions and those particularly practiced in Ghana. We shall attempt to examine the various sources of Religious and Moral Education, which is studied at all levels of education in Ghana.
Moral Education Pdf
It seems that you're in Germany. We have a dedicated site for Germany. Editors: de Souza , M. Some of these changes have also permeated non-western cultural traditions as they have been exposed to and influenced by television and other media that is dominated by western life styles and contexts. A corresponding movement is a vital resurgence of interest in human spirituality. Traditionally, spirituality has resided and been contained within religious frameworks but while the links between the two areas are still acknowledged by many in the contemporary world, spirituality is perceived by some as an aspect of human life that is distinct from religion. Consequently, many are searching for meaning within and without religious traditions today and seeking answers to ethical and moral questions that have been generated by the knowledge and technological explosion.
There is an underlying notion inside the liberal education establishment that religious belief is backwards and contrary to enlightenment. Using Kohlbergs model of moral development, it is possible to address moral development by applying principles of Kohlbergs Theory of Moral Development. Learning through religious and moral education.
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The study of FAREME is significant in the development of moral responsibility and behaviour, capacity for discipline, a sense of sound ethical norms, values and goals. The learning area leads to the understanding of the processes of a free society, and heightening awareness of the importance of character development to the continued success, peace and stability of the Zimbabwean society. The study of FAREME enables learners to develop skills in: l problem solving l critical thinking l decision making l conflict management l leadership l self-management l communication l technology and innovation l enterprise l social consciousness and self identity These skills are also the Learner s exit profiles spread across all topics. All Grades have the same topics which are developmental. Its teaching and learning should be multi- faith, nonproselytising and non-confessional using the following methods: l Cultural transmission l Narrative story telling l Consideration perspective- taking l Action learning Drama, Role play, Simulation and Modeling l Cognitive development moral reasoning and class discussion l Modified values clarification, responsible decision making l Expert guest presentations 4.