Values and Values Education: Challenges for Faith Schools
Parents often choose faith schools because of their clear values, but it is not necessarily clear what this term means or how far the provision in faith schools is distinctive. This chapter explores key concepts and argues that values and values education represent both a major strength in and a major challenge to faith schools. Because of their consistent ethos and agreed framework of values, faith schools are able to provide sound and authoritative moral guidance to children (‘primary values education’), helping them to understand right and wrong and to behave in line with the shared values of their community. However, if young people are to make the values they learn in faith schools truly their own (‘secondary values education’), they need to learn to question their assumptions, to engage in critical thinking, to develop their moral imaginations, to be open to change and to learn the techniques of critical reflection and rational debate. These things may not come quite so easily to faith schools because of their reliance on authority and a clear, pre-determined framework of values, but without them young people may never attain moral maturity. Teachers in faith schools need to reflect carefully on their approach to values education to make sure they are developing students’ full potential and leading them towards personal and moral autonomy.
Understanding Istifadah (Utilizing Time and Chance) for Personality Development in Islamic Education
This chapter attempts to accurately investigate the conception to take a benefit as an ethical foundation of character education, known as the concept of istifādah. This refers to the insightful value of al-Zarnūjī's Ta'lim al-Muta'allim, containing fundamental principles in the context of education, which has been used by the Islamic boarding school Pesantren in Indonesia. This research is employed through literature study using descriptive analysis. The findings reveal that there four core stages to examine istifādah for personal development in Islamic education context. Those are integrating Hikmah (wisdom) based moral quality for personal development, sustaining continuous discipline, nurturing effective time management, and empowering strategic effort with experiential foundations. Moreover, this study is supposed to give the contribution mainly in supplementing the theoretical basis on personality development in Islamic education context.
Curriculum Leadership: Development and Implementation
Preface Part 1: Foundations of Curriculum 1. The Nature of Curriculum 2. Curriculum History: The Perspective of the Past 3. Curriculum Theory 4. The Politics of Curriculum Part 2: Curriculum Processes 5. Curriculum Planning 6. Improving the Program of Studies 7. Improving a Field of Study 8. Processes for Developing New Courses and Units Part 3: Curriculum Management 9. Supervising the Curriculum: Teachers and Materials 10. Curriculum Implementation 11. Aligning the Curriculum 12. Curriculum Evaluation Part 4: Current Trends in the Curriculum 13. Current Developments in the Subject Fields 14. Curriculum Developments Across the Curriculum 15. Individualizing the Curriculum Epilogue Appendix A: Management and Monitoring Matrix Appendix B: Developing a Program Philosophy and Rationale Statement Appendix C: Developing a Scope and Sequence, Program Goals, Objectives, Learning Outcomes, and Authentic Tasks Author Index Subject Index About the Authors