عنوان

Preferences for Religious Education and Inter-Group Attitudes among Indonesian Students

شماره

LA115872

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Preferences for Religious Education and Inter-Group Attitudes among Indonesian Students

نام عام مواد

[Article]

نام نخستين پديدآور

Carl Sterkens, Mohamad Yusuf, Carl Sterkens, et al.

محل نشرو پخش و غیره

Leiden

نام ناشر، پخش کننده و غيره

Brill

متن يادداشت

This article analyses Indonesian students' preferences for different types of religious education, with the help of their personal characteristics and inter-group attitudes. We investigate a comparative understanding of Muslim, Christian and Hindu students of different types of religious education. The comparative measurement of different models of religious education shows that the mono-religious model consists of all aspects of religious education. A remarkable result is that in all models, the attitudinal aspect (sometimes together with the affective) is the most dominant aspect. The cognitive aspect is absent in the inter-religious model. On average, all Muslim, Christian and Hindu students prefer the mono-religious over the inter-religious model. For the mono-religious model, the negative evaluation of religious plurality is the strongest predictor; and indeed, is the only aspect to contribute to the preference for the mono-religious model among Muslims. The attitude towards pluralism is the most important predictor of the preference for a mono-religious model among Christians. This result is in contrast with our hypothesis. As for Hindu respondents, the centrality of own religion has the most positive correlation with the mono-religious model. Pluralism is the most influential factor for the inter-religious model among all groups. This article analyses Indonesian students' preferences for different types of religious education, with the help of their personal characteristics and inter-group attitudes. We investigate a comparative understanding of Muslim, Christian and Hindu students of different types of religious education. The comparative measurement of different models of religious education shows that the mono-religious model consists of all aspects of religious education. A remarkable result is that in all models, the attitudinal aspect (sometimes together with the affective) is the most dominant aspect. The cognitive aspect is absent in the inter-religious model. On average, all Muslim, Christian and Hindu students prefer the mono-religious over the inter-religious model. For the mono-religious model, the negative evaluation of religious plurality is the strongest predictor; and indeed, is the only aspect to contribute to the preference for the mono-religious model among Muslims. The attitude towards pluralism is the most important predictor of the preference for a mono-religious model among Christians. This result is in contrast with our hypothesis. As for Hindu respondents, the centrality of own religion has the most positive correlation with the mono-religious model. Pluralism is the most influential factor for the inter-religious model among all groups.

تاريخ نشر

2015

توصيف ظاهري

49-89

عنوان

Journal of Empirical Theology

شماره جلد

28/1

شماره استاندارد بين المللي پياييندها

1570-9256

اصطلاح موضوعی

Christians

اصطلاح موضوعی

Comparative research

اصطلاح موضوعی

Hindus

اصطلاح موضوعی

inter-group attitudes

اصطلاح موضوعی

Muslims

اصطلاح موضوعی

types of religious education

مستند نام اشخاص تاييد نشده

Carl Sterkens

مستند نام اشخاص تاييد نشده

Mohamad Yusuf

شماره بازیابی

10.1163/15709256-12341324

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Article]

کد کاربرگه

275578

سطح دسترسي

a

تكميل شده

Y