诚信与透明:多元社会中公众对宗教价值观教育的看法

Yusuf Siswantara, Ace Suryadi, M. Hidayat, Ganjar Muhammad Ganeswara
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引用次数: 1

摘要

在各个国家,多样性以各种形式影响着社会冲突,不仅是种族、意识形态,还有宗教。尽管印度尼西亚的许多冲突是基于多样性,但宗教是最容易接近和最容易发生冲突的社会身份。为了解决这个问题,宽容或适度的教育已经广泛开展。然而,不容忍现象的增加表明一个尚未形成的因素,即对宗教生活的看法或态度。因此,研究宗教生活态度是必要的。本研究旨在分析宗教生活对真理、独特性、其他宗教的关系和全球伦理的看法。因此,本研究选择了与嵌入式设计相结合的方法。数据收集是同时进行的,定性和定量。将两者的分析结合起来,就能全面了解受访者的宗教观念或态度。除了对千禧一代宗教态度的实证研究外,本研究的更新之处在于,通过全球伦理问题作为一个共同问题,研究宗教生活的感知/态度与宗教之间的关系。本研究的结论是:(1)受访者看到了一个全球性的问题,但同时,宗教中存在着一种普遍的价值;(2)在这种普遍的价值信念下,受访者倾向于开放对话,因为他们相信宗教中有善良的一面;(3)对于教条教导的问题,受访者倾向于排他性,而不会关闭其他宗教的真理。提出的建议包括:(1)宗教教育提高了全球伦理的维度,包括人道主义和生态;(2)宗教教育在三个条件下构建对话的宗教态度:了解自己的宗教(信仰的独特性和特殊性),对其他宗教持开放态度,提供克服全球问题的信仰价值
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Integrity and Transparency: Public Perceptions of Religious Values Education in a Plural Society
In various countries, diversity impacts social conflicts in various forms, not ethnicity, ideology, but also religion. Although many conflicts are based on diversity in Indonesia, religion is the most accessible and most conflict-prone social identity. To address the issue, tolerance or moderation education has widely campaigned. However, the rise of intolerance indicates an unformed factor, namely the perception or attitude toward religious life. Therefore, it is essential to research religious life attitudes. This study aims to analyze the perception of religious life on claims of truth, uniqueness, relations of other religions, and global ethics. For this reason, the combined method with embedded design is a choice of approach from this study. Data collection is carried out simultaneously, both qualitatively and quantitatively. The analyses of the two were combined to get a complete picture of the respondents' religious perceptions or attitudes. The renewal of this study, in addition to empirical studies on the religious attitudes of millennials, is the relationship between perceptions/attitudes of religious life to the relationship between religions through global ethical issues as a common problem. The conclusions of this study are, (1) respondents see a global problem, but at the same time, there is a universal value in religion, (2) With this universal value belief, respondents tend to be open to dialogue because they believe there is goodness in religions, (3) For the problem of dogma teachings, respondents tend to be exclusive without closing the truth of other religions. The suggestions given, among others, are (1) religious education raises the dimension of global ethics, both humanitarian and ecological; (2) religious education builds a dialogical religious attitude with three conditions: understanding one's religion (the uniqueness and peculiarities of faith), being open to other religions, and offering the value of faith to overcome the global problem
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