Religion, Education, Science and Technology Towards a More Inclusive and Sustainable Future : : Proceedings of the 5th International Colloquium on Interdisciplinary Islamic Studies (ICIIS 2022), Lombok, Indonesia, 19-20 October 2022 /

Religion, Education, Science and Technology Towards a More Inclusive and Sustainable Future : : Proceedings of the 5th International Colloquium on Interdisciplinary Islamic Studies (ICIIS 2022), Lombok, Indonesia, 19-20 October 2022 / / edited by Maila D. H. Rahiem.

Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future addresses topics relating to religion, education, science, and technology, and explore their role in developing a more inclusive and sustainable future.

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Bibliographic Details
TeilnehmendeR:
Rahiem, Maila D. H.,
Place / Publishing House:Abingdon, England : : Routledge,, [2024]
©2024
Year of Publication:2024
Edition:First edition.
Language:English
Physical Description:1 online resource (311 pages)
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Table of Contents:
  • Cover
  • Title Page
  • Copyright Page
  • Table of Contents
  • Preface
  • Acknowledgment
  • Committee Members
  • Organizing Committee
  • Religion, education &amp
  • psychology
  • Obscuring the natural way: A philosophical and religious response to acquisition and growth in Enlightenment thought
  • 1 Introduction
  • 2 Acquisition and Growth in Enlightenment Thought
  • 2.1 Acquisition and property in Locke
  • 2.2 Growth and nature in Smith
  • 3 Religion and Sustainability
  • 3.1 Indigenous traditions: animals remember what people forget
  • 3.2 Confucianism: social and ecological equilibrium
  • 3.3 Abrahamic religious traditions: Divine creation and self-purification
  • 3.4 Ascetic traditions and ascetic virtues
  • 4 Conclusions
  • References
  • Harvesting the potential of diversity through peer collaboration in educational settings
  • 1 Introduction
  • 1.1 How can we define diversity in peer collaboration?
  • 1.2 What do we know about the benefits and challenges of collaboration in diverse working groups?
  • 1.3 How common is collaboration in diverse groups in classrooms of schools and universities?
  • 1.4 How can skills required to collaborate in diverse teams be fostered in schools and universities?
  • 2 Implications for Educational Research
  • 3 Conclusion
  • References
  • Radicalization and proximal concerns for society: The case of the United Kingdom
  • 1 Introduction
  • 1.1 Defining the scope of this study
  • 2 Methods
  • 3 Results
  • 3.1 Understanding radicalization as a conceptual challenge
  • 4 Discussion
  • 4.1 Characterizing radicalization
  • 4.2 Reciprocal radicalization
  • 4.3 Empirical evidence
  • 5 Conclusion
  • References
  • Pakikipagkapwa (fellowship) as mode for an inclusive and sustainable future
  • 1 Introduction
  • 2 Methods and Objectives
  • 3 The Value of Pakikipagkapwa (Fellowship).
  • 4 Religious Diversity, the Salience of Religion, and the Role of Religious Institutions
  • 5 Pakikipagkapwa as a Mode of Interreligious Dialogue that Fosters a &amp
  • x0201C
  • Neighborly Spirit&amp
  • x0201D
  • and Advances People&amp
  • x00027
  • s Integral Development
  • 6 Conclusion
  • References
  • Muslim Nobel Laureates in science: The legacy of redefining the nexus of Islam and modernity
  • 1 Introduction
  • 1.1 Modernity in its essence
  • 1.2 Modernity and Islamic intellectualism
  • 2 Muslim Nobel Laureates Work on Sustainability
  • 2.1 Abdus Salam
  • 2.2 Ahmed Zewail
  • 2.3 Aziz Sancar
  • 3 Conclusion
  • References
  • Revitalization of uṣūl al-fiqh through iḥtiyāṭī principles
  • 1 Introduction
  • 2 Literature Review
  • 3 Research Method
  • 4 Discussion
  • 5 Conclusion
  • References
  • Seyyed Hossein Nashr's criticism of problems of modernity
  • 1 Introduction
  • 2 Research Methodology
  • 3 Discussion
  • 3.1 Biography, background, and life activities of Seyyed Hossein Nashr
  • 3.2 Worldview of modernity by Seyyed Hossein Nashr
  • 3.3 Paradigm construction of Seyyed Hossein Nashr&amp
  • x00027
  • s criticism on problems of modernity
  • 3.4 Construction of scientific solutions proposed by Seyyed Hossein Nashr
  • 4 Conclusion
  • References
  • "Scenting the heart" and "two wings" of sufism
  • 1 Introduction
  • 2 Method
  • 3 Findings: Results and Discussion
  • 3.1 &amp
  • x0201C
  • Scenting the heart&amp
  • x0201D
  • 3.1.1 &amp
  • x0201C
  • Two wings&amp
  • x0201D
  • 4 Conclusion
  • References
  • The term 'adl in the Qur'an perspective of tafsir Maqāṣidī Ibn 'Āsyūr
  • 1 Introduction
  • 2 Methods
  • 3 Result
  • 3.1 Meaning of the term al-&amp
  • x02018
  • Adl in the Qur&amp
  • x02019
  • an
  • 3.2 Maq&amp
  • x00101
  • &amp
  • x01E63
  • id term al-&amp
  • x02018
  • Adl in the Qur&amp
  • x02019
  • an
  • 4 Discussion.
  • 4.1 Initial meaning of the term Al-&amp
  • x02018
  • Adl
  • 4.2 Ibn &amp
  • x02018
  • &amp
  • x00100
  • sy&amp
  • x0016B
  • r and his concept of interpretation
  • 5 Conclusion
  • References
  • Contextualizing the transformations of Swahili Qur'anic translations within the contemporary religio-cultural-political dynamics of the world
  • 1 Introduction
  • 1.1 General background
  • 1.2 Methods and techniques used
  • 2 Discussions and Findings
  • 2.1 Colonial missionaries, indigenous Swahili clerics, and Qur&amp
  • x02019
  • anic translation
  • 2.2 Encountering of rivals: Salafists, Shi&amp
  • x02019
  • a, and Sufists
  • 2.3 Changing needs and more comprehensive translations
  • 3 Conclusion and Recommendations
  • References
  • The ecology of the Qur'an: Religion-based environmental preservation efforts
  • 1 Introduction
  • 2 Methods
  • 3 Results
  • 3.1 Ecological discourse
  • 4 Discussion
  • 4.1 Human as Khal&amp
  • x0012B
  • fah
  • 4.2 Human as an ecology conserver
  • 5 Conclusion
  • References
  • Gotong royong, an indigenous value for a more inclusive and sustainable future
  • 1 Introduction
  • 2 Methods
  • 2.1 Participants
  • 2.2 Data collection
  • 2.3 Instruments
  • 2.4 Data analysis
  • 3 Result
  • 3.1 Construct validity test result of gotong royong scale
  • 3 Conclusion and Recommendation
  • References
  • The implementation of multicultural education in Indonesia: Systematic literature review
  • 1 Introduction
  • 2 Methods
  • 3 Results
  • 3.1 Integrating subjects with multicultural education content
  • 3.2 Through school culture
  • 3.3 Through local wisdom
  • 4 Discussion
  • 5 Conclusion
  • References
  • Strengthening emotional intelligence, spiritual intelligence, and school culture on student character
  • 1 Introduction
  • 2 Research Methods
  • 3 Research Results and Discussion
  • 3.1 Effect of emotional intelligence on school culture.
  • 3.2 Influence of spiritual intelligence on school culture
  • 3.3 Effect of emotional intelligence on character strengthening
  • 3.4 Influence of spiritual intelligence on student character strengthening
  • 3.5 The influence of school culture on strengthening student character
  • 3.6 Effect of emotional intelligence on student character strengthening through school culture
  • 3.7 Influence of spiritual intelligence on student character strengthening through school culture
  • 4 Conclusion
  • References
  • Problems facing digital learning in Jakarta (secondary schools as a case study)
  • 1 Introduction
  • 2 Methods
  • 3 Findings
  • 4 Discussion
  • 5 Conclusions
  • References
  • Muslim education in Kenya: Challenges and opportunities
  • 1 Introduction
  • 2 Methods
  • 3 Results and Discussion
  • 4 Conclusion
  • References
  • Child-friendly schools in Indonesia: Validity and reliability of evaluation questionnaire
  • 1 Introduction
  • 2 Methods
  • 3 Results
  • 3.1 Content validity
  • 3.2 Construct validity
  • 3.3 Initial check
  • 3.4 Factor extraction
  • 3.5 Factor rotation
  • 3.6 Naming of factors
  • 3.7 Instrument reliability
  • 4 Conclusion
  • References
  • Challenges of mastering information and communication technology literacy competence for teachers in the age of digital learning
  • 1 Introduction
  • 2 Methods
  • 3 Results
  • 3.1 Teachers are not proficient in using IT-based learning tools
  • 3.2 Information and communication technology literacy is a new competency that has now become a necessity in teaching and learning activities
  • 3.3 Teachers need to improve ICT competence by training and participating in workshop activities
  • 4 Discussion
  • 5 Conclusion
  • References
  • The effect of self-awareness and critical thinking on students&amp
  • x02019
  • ability to do scientific activities
  • 1 Introduction
  • 2 Methods
  • 3 Results and Discussion.
  • 4 Conclusion
  • References
  • Distance learning in the perspective of Sadd al-Żarāi'during the Covid-19 pandemic
  • 1 Introduction
  • 2 Literature Review
  • 3 Methods
  • 4 Findings
  • 5 Conclusion
  • References
  • Educational model in Tzu Chi school in terms of multicultural education dimensions
  • 1 Introduction
  • 2 Methods
  • 3 Results
  • 4 Discussions
  • 5 Conclusion
  • References
  • Innovative diffusion and social penetration in education: WhatsApp as a medium of communication for thesis guidance between lecturers and students
  • 1 Introduction
  • 1.1 Diffusion of innovation theory
  • 1.2 Social penetration theory
  • 2 Methods
  • 3 Results and Discussion
  • 3.1 Why professors and students should use WhatsApp as a guidance tool
  • 3.2 Lecturers and students use WhatsApp as a medium for exchanging information
  • 4 Conclusion
  • References
  • Integration and interconnection between Al-afidah and neurosciences in the human learning process
  • 1 Introduction
  • 2 Methods
  • 3 Findings
  • 4 Discussions
  • 5 Conclusions
  • References
  • Shifting education and technology through the lens of constructivism
  • 1 Introduction
  • 2 Methods
  • 3 Results and Discussion
  • 4 Conclusion
  • References
  • A scoping review: Nonsuicidal self-injury during emerging adulthood for a more empathetic understanding
  • 1 Introduction
  • 2 Research Methods
  • 3 Research Findings and Discussion
  • 3.1 Factors associated with NSSI and the reasons/motivations for EA engaged in NSSI
  • 3.1.1 Risk factors and protective factors of NSSI on emerging adulthood
  • 3.2 Implications for the more empathetic support for NSSI on EA based on evidence
  • 4 Conclusion
  • References
  • "The school does not belong to me:" Involving parents in an Islamic boarding school in Indonesia
  • 1 Introduction
  • 1.1 Islamic boarding school in Indonesia
  • 1.2 Parental involvement and Epstein&amp.
  • x00027.

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