The study focuses on the effect of exposure to Multicultural and international environment of an Islamic educational institution on the acculturation of its students. Acculturation has been used in this study with a wide sense of meaning that underscores the sense of co-existence and feeling of unity. This study investigated whether the Internationalization process of the International Islamic University, Malaysia, with intergroup contact taking place under optimal conditions helps its students to, appreciate the differences that other cultures bring, be comfortable with differences and also seek diversity of contact. The study employed Miville-Guzman Universality – Diversity Scale, (M-GUDS-S) to collect data by survey method from 400 IIUM undergraduate students selected using Quota sampling. 200 of them were the first year students and the rest were fourth-year students. The result showed that there is a significant improvement in the feeling of unity among the students. The fourth year students showed more appreciation for other cultures and comfort with differences. Based on the finding it has been suggested that if efforts are made to establish optimal conditions for positive intergroup contact to take place, intergroup prejudice can be reduced and problems of co-existence in the Muslim countries and communities can thus be addressed.
This document discusses social interaction and socialization. It provides information on 5 students (Maryum, Taha, Ayesha Nawaz, Mehwish Bibi, and Rida Kamran) who are in the 5th semester of a B.S.Ed. (Hons.) program. It then defines social interaction and socialization, discusses levels of socialization including cooperation, competition, social exchange, social conflict, and accommodation. It also outlines elements of social interaction such as social contact, communication, and values and attitudes.
Dr. Valerie Ooka Pang; Annie Nguyen, Requa Anne StathisWilliam Kritsonis
This document summarizes the Caring-Centered Multicultural Education framework. It integrates the Ethic of Care, Sociocultural Theory of Learning, and Education for Democracy. The framework celebrates education that develops citizens who care for others and work to build an equitable society. It is dedicated to educational equity and cares for all students. The goals are school reform and closing achievement gaps. Two case studies demonstrate how teachers operationalize the principles by caring for students and helping them achieve academic success and career goals.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
This study examined the effects of multicultural education on students' conceptions of social identity. Surveys were administered to students in multicultural courses and a non-multicultural comparison course to measure changes in gender, racial, socioeconomic, religious, and sexual orientation identity. The results showed that gender and socioeconomic identity increased significantly over time for all students. Sexual orientation identity increased more for students in multicultural courses compared to the non-multicultural course. Certain minority groups like Jewish, bisexual, and Asian American students experienced greater changes in specific social identities. Younger students also tended to experience greater social identity changes.
A holistic view for exclusion-inclusion at school and communityinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Democracy and education ppt ayesha kiranMazhar Ali
Democracy and education are closely linked according to John Dewey. Education should prepare students for active citizenship in a democratic society by developing skills like critical thinking, efficacy, and participation in political and community life. For education to be truly democratic, it must be accessible to all and value student participation. Dewey believed mass education is only possible in democratic societies that equitably distribute resources and opportunities for growth. The document then discusses measures of democratic society, the roots of democracy in Pakistan, the relationship between Islam and democracy, and concludes that curriculum needs to improve to better educate students for democratic participation and responsibility.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, developmental differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
This document discusses social interaction and socialization. It provides information on 5 students (Maryum, Taha, Ayesha Nawaz, Mehwish Bibi, and Rida Kamran) who are in the 5th semester of a B.S.Ed. (Hons.) program. It then defines social interaction and socialization, discusses levels of socialization including cooperation, competition, social exchange, social conflict, and accommodation. It also outlines elements of social interaction such as social contact, communication, and values and attitudes.
Dr. Valerie Ooka Pang; Annie Nguyen, Requa Anne StathisWilliam Kritsonis
This document summarizes the Caring-Centered Multicultural Education framework. It integrates the Ethic of Care, Sociocultural Theory of Learning, and Education for Democracy. The framework celebrates education that develops citizens who care for others and work to build an equitable society. It is dedicated to educational equity and cares for all students. The goals are school reform and closing achievement gaps. Two case studies demonstrate how teachers operationalize the principles by caring for students and helping them achieve academic success and career goals.
Education for collective living and peaceful livingThanavathi C
The document discusses the role of education in fostering human development and reducing issues like poverty, exclusion, and conflict. It identifies tensions that will be central problems in the 21st century, such as balancing global and local needs, tradition and modernity, and short-term vs. long-term considerations. Education can help address these tensions by developing understanding between individuals and groups. It also outlines six learning processes for collective, peaceful living through education's relationship with culture, citizenship, social cohesion, work, development, and research. The document provides contact information for Dr. C. Thanavathi, an Assistant Professor of History.
This study examined the effects of multicultural education on students' conceptions of social identity. Surveys were administered to students in multicultural courses and a non-multicultural comparison course to measure changes in gender, racial, socioeconomic, religious, and sexual orientation identity. The results showed that gender and socioeconomic identity increased significantly over time for all students. Sexual orientation identity increased more for students in multicultural courses compared to the non-multicultural course. Certain minority groups like Jewish, bisexual, and Asian American students experienced greater changes in specific social identities. Younger students also tended to experience greater social identity changes.
A holistic view for exclusion-inclusion at school and communityinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Democracy and education ppt ayesha kiranMazhar Ali
Democracy and education are closely linked according to John Dewey. Education should prepare students for active citizenship in a democratic society by developing skills like critical thinking, efficacy, and participation in political and community life. For education to be truly democratic, it must be accessible to all and value student participation. Dewey believed mass education is only possible in democratic societies that equitably distribute resources and opportunities for growth. The document then discusses measures of democratic society, the roots of democracy in Pakistan, the relationship between Islam and democracy, and concludes that curriculum needs to improve to better educate students for democratic participation and responsibility.
This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, developmental differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
Multicultural education aims to create equal educational opportunities for all students and transform schools and society. It recognizes that culture and diversity must be incorporated into all aspects of education, from curriculum to teaching methods to school culture. Culturally responsive teaching communicates that all students are valued by recognizing diversity, building on students' cultural backgrounds, and accommodating different learning styles. Subcultures exist within societies and schools based on various shared characteristics, and can challenge or seek to change dominant cultural norms.
This document discusses creating culturally inclusive classrooms. It begins by noting the cultural diversity that exists in India and around the world. It then defines culture and discusses how culture is learned. The document outlines different types of diversity, including diversity within diversity. It discusses how cultural diversity impacts areas like beliefs and learning styles. The document emphasizes that diversity benefits education by providing different perspectives and experiences. It provides strategies for teaching diverse students and creating a culturally inclusive classroom environment that recognizes and appreciates diversity.
This document discusses concepts of democracy and how it relates to education. It defines democracy as power belonging to the people, and notes it can be seen as a form of government, way of life, and means of social and economic development. As a form of government, democracy is defined as being ruled by, of, and for the people. As a way of life, it involves political, economic, and social freedoms. Education should promote democratic values like respect, freedom, equality, and develop skills like critical thinking, leadership, and human relationships. The curriculum, teaching methods, and school administration should also reflect democratic principles.
The document discusses the importance of teaching social justice concepts in the classroom, including awareness, power, multicultural education, and curriculum. It argues that students need to understand their role in society and how their actions can create change. Both students and teachers must work to establish a learning environment where political and social issues can be discussed openly. A multicultural curriculum is necessary to raise awareness of injustices and engage students in social movements seeking to shift power towards marginalized groups.
This document discusses the need for a new paradigm in research on girls' education in developing societies like India and China. It argues that current research is focused on evaluating the social and individual benefits of girls' education through an economic cost-benefit framework known as the gender and development paradigm. However, this paradigm does not adequately consider women's social contexts or viewpoints and assumes education is universally beneficial. The document proposes that research should examine education and schooling within individual contexts to provide alternative explanations for differences in educational achievement and outcomes for women.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
Actualizing Social Justice in Academic Advising - The Importance of Self-Care...Freesia Towle
This document summarizes an article about the importance of self-care for academic advisors doing social justice work. It discusses how applying social justice approaches to advising can be emotionally draining and lead to burnout. Academic advisors advocating for diverse students may experience fatigue from challenging individual student meetings, leading diversity initiatives, and trying to create institutional change. The document recommends that advisors practice self-care, like setting boundaries, connecting with nature, and seeking external support, in order to sustain themselves and continue this important work. Self-care is a radical and political act that allows advisors to best support students.
Multicultural education aims to create equal opportunities for all students and transform education. It critiques discriminatory practices and addresses shortcomings in education. It has goals like preparing students for a diverse society and helping students from all backgrounds succeed. Multicultural education has dimensions like incorporating diverse cultures into lessons, examining how knowledge is socially constructed, and empowering all student groups. Student subcultures form around shared identities and experiences, and fulfill functions like allowing specialized activities and providing identity. Culturally responsive teaching recognizes student diversity, builds on cultural backgrounds, and accommodates different learning styles.
Multiculturalism emphasizes the unique characteristics of different cultures, especially in societies with many immigrant groups. It can lead to cultural exchanges, add variety to citizens' lives, and bridge ignorance. However, it also brings anxiety about national identity and disunity. Multicultural education aims to create equal opportunities for all students and transform schools and society to be inclusive of diverse groups. It incorporates content from various cultures and helps students understand multiple perspectives to function in a pluralistic society.
The document discusses international understanding and education for international understanding. It defines internationalism as feeling of global citizenship and world perspective rather than local views. It recommends guiding principles like respect for all people and cultures, awareness of global interdependence, and willingness to participate in problem solving locally and globally. The document proposes redesigning curriculum, incorporating social content in all subjects, celebrating international events, organizing international clubs and exchanges to promote international understanding among students. It emphasizes the important role of teachers in cultivating international outlook in students.
MGT_The Importance of Acknowledging Cultural Orientation to Guide Pedagogical...Mellisa28
This document discusses the importance of acknowledging cultural influences on learning preferences and pedagogical practices. It notes that culture goes beyond attributes like race, birthplace, or socioeconomic status, and includes beliefs, customs, and behaviors. The challenges of defining culture and interpreting behaviors across diverse populations are also examined. The document concludes that understanding cultural variations is essential for effective instruction and including all students' learning preferences.
The document discusses cultural changes and multicultural education. It defines key concepts like multiculturalism, subcultures, and the four approaches to multicultural education (contributions, additive, transformation, and social action). It also describes dimensions of multicultural education like content integration, knowledge construction, prejudice reduction, and empowering school culture. The document provides examples of activities teachers can do to promote culturally responsive teaching, such as acknowledging student diversity and building on their cultural backgrounds.
The document discusses the benefits of mentoring and community involvement for female student-athletes, particularly young black females. It notes that having access to mentors can help student-athletes find ways to use sport to achieve life goals and learn how to become mentors themselves. The studies described found that serving as mentors and participating in community service helped student-athletes expand their worldviews and develop stronger identities.
This document discusses multiculturalism and multicultural education. It defines multiculturalism as the existence of multiple cultural groups within a society due to immigration. Multicultural education aims to create equal opportunities for all students from diverse backgrounds by transforming the school system. It identifies four approaches to multicultural education: contributions, additive, transformation, and social action. The goals of multicultural education are to help students acquire knowledge and skills to function in a diverse society and make decisions to promote democracy. Teachers must consider the five dimensions of multicultural education which are content integration, knowledge construction, prejudice reduction, equity pedagogy, and school culture.
1) International understanding is important for developing countries' economic programs and global cooperation. It requires viewing all people equally while overcoming cultural prejudices.
2) International understanding promotes peace by analyzing issues like refugees, armed conflicts, and the role of media. It also highlights the importance of international legal systems for human rights.
3) Education is the best way to develop international understanding and solve global issues. Classroom activities that teach about different cultures and global interdependence can enhance international understanding.
Critical pedagogy combines education with critical theory. It was first described by Paulo Freire and aims to help students develop consciousness of freedom and connect knowledge to power and action. Critical pedagogy examines the relationships between teaching and learning and the impact on students, particularly those who have been historically disenfranchised. It also studies the role of schools in maintaining social stratification and possibilities for social change through schools. The goals of critical pedagogy include opposing socialization, promoting democracy, illuminating social myths, and challenging inequality.
This document discusses cultural changes and multiculturalism. It defines multiculturalism as a theory about cultural foundations and a response to cultural diversity with educational and social components. Multicultural education aims to create equal opportunities for all students and transform schools so male and female students from diverse backgrounds experience equal learning opportunities. It discusses four approaches to multicultural education: contributions, additive, transformation, and social action. Student subcultures are defined as cultural patterns that set some students apart based on factors like age, ethnicity, or interests. Subcultures provide identity, allow specialized activities, and facilitate cultural adaptation and change. Culturally responsive teaching acknowledges student diversity, builds on their cultural backgrounds, and is responsive to learning styles to communicate inclusion and
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
The document outlines the DECS values education framework in the Philippines. It establishes that values education aims to develop students who are self-actualized, socially responsible, productive citizens committed to building a just and humane society. The framework is based on a philosophy that views people as physical, intellectual, moral, and spiritual beings who live in community. It identifies core values like human dignity, truth, justice, freedom, love, equality, and peace that the education system should emphasize to achieve its goal.
This summarizes the key points from an executive summary of a master's thesis on facilitation in international service-learning programs:
1) The thesis examines the art of facilitation through interviews with 7 facilitators. It identifies 4 core themes: relational labor, inter-subjective learning spaces, capacity-building, and the ambiguity of the facilitator role.
2) Facilitators described the importance of building trust and emotional safety with students through genuine relationships. This allows for deeper learning when exploring complex topics.
3) Inter-subjective learning spaces involve collective processing of ideas. Facilitators observed group dynamics and guided students to find shared understandings by connecting their perspectives.
4) Cap
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)Dhanalakshmi733993
This document discusses the role of education in understanding and promoting social diversity in India. It defines social diversity as differences among people in religion, language, culture, and background that create a pluralistic society. Education can help students understand that social diversity is natural and beneficial for societal progress by teaching about different regions, religions, languages, and social groups in a neutral, unbiased way. The document advocates using teaching methods that promote appreciation of diversity, such as celebrating all religious festivals and incorporating lessons about various social groups. It also argues that an interdisciplinary approach across subjects like social science, biology, and language can help explain how social diversity strengthens environmental sustainability, social harmony, and national development. Overall, the document emphasizes that education
This document discusses contextual therapy and its common settings and populations. Contextual therapy can be used in individual therapy, family therapy, marital/couple's therapy, and has been found effective in treating multiple personality disorders, substance abuse, juvenile delinquency, survivors of trauma, and more. Measures like the RDAS and IFI are used to assess relationship satisfaction and unfairness within couples therapy. These measures help therapists understand partners' perceptions of their relationship.
Multicultural education aims to create equal educational opportunities for all students and transform schools and society. It recognizes that culture and diversity must be incorporated into all aspects of education, from curriculum to teaching methods to school culture. Culturally responsive teaching communicates that all students are valued by recognizing diversity, building on students' cultural backgrounds, and accommodating different learning styles. Subcultures exist within societies and schools based on various shared characteristics, and can challenge or seek to change dominant cultural norms.
This document discusses creating culturally inclusive classrooms. It begins by noting the cultural diversity that exists in India and around the world. It then defines culture and discusses how culture is learned. The document outlines different types of diversity, including diversity within diversity. It discusses how cultural diversity impacts areas like beliefs and learning styles. The document emphasizes that diversity benefits education by providing different perspectives and experiences. It provides strategies for teaching diverse students and creating a culturally inclusive classroom environment that recognizes and appreciates diversity.
This document discusses concepts of democracy and how it relates to education. It defines democracy as power belonging to the people, and notes it can be seen as a form of government, way of life, and means of social and economic development. As a form of government, democracy is defined as being ruled by, of, and for the people. As a way of life, it involves political, economic, and social freedoms. Education should promote democratic values like respect, freedom, equality, and develop skills like critical thinking, leadership, and human relationships. The curriculum, teaching methods, and school administration should also reflect democratic principles.
The document discusses the importance of teaching social justice concepts in the classroom, including awareness, power, multicultural education, and curriculum. It argues that students need to understand their role in society and how their actions can create change. Both students and teachers must work to establish a learning environment where political and social issues can be discussed openly. A multicultural curriculum is necessary to raise awareness of injustices and engage students in social movements seeking to shift power towards marginalized groups.
This document discusses the need for a new paradigm in research on girls' education in developing societies like India and China. It argues that current research is focused on evaluating the social and individual benefits of girls' education through an economic cost-benefit framework known as the gender and development paradigm. However, this paradigm does not adequately consider women's social contexts or viewpoints and assumes education is universally beneficial. The document proposes that research should examine education and schooling within individual contexts to provide alternative explanations for differences in educational achievement and outcomes for women.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
Actualizing Social Justice in Academic Advising - The Importance of Self-Care...Freesia Towle
This document summarizes an article about the importance of self-care for academic advisors doing social justice work. It discusses how applying social justice approaches to advising can be emotionally draining and lead to burnout. Academic advisors advocating for diverse students may experience fatigue from challenging individual student meetings, leading diversity initiatives, and trying to create institutional change. The document recommends that advisors practice self-care, like setting boundaries, connecting with nature, and seeking external support, in order to sustain themselves and continue this important work. Self-care is a radical and political act that allows advisors to best support students.
Multicultural education aims to create equal opportunities for all students and transform education. It critiques discriminatory practices and addresses shortcomings in education. It has goals like preparing students for a diverse society and helping students from all backgrounds succeed. Multicultural education has dimensions like incorporating diverse cultures into lessons, examining how knowledge is socially constructed, and empowering all student groups. Student subcultures form around shared identities and experiences, and fulfill functions like allowing specialized activities and providing identity. Culturally responsive teaching recognizes student diversity, builds on cultural backgrounds, and accommodates different learning styles.
Multiculturalism emphasizes the unique characteristics of different cultures, especially in societies with many immigrant groups. It can lead to cultural exchanges, add variety to citizens' lives, and bridge ignorance. However, it also brings anxiety about national identity and disunity. Multicultural education aims to create equal opportunities for all students and transform schools and society to be inclusive of diverse groups. It incorporates content from various cultures and helps students understand multiple perspectives to function in a pluralistic society.
The document discusses international understanding and education for international understanding. It defines internationalism as feeling of global citizenship and world perspective rather than local views. It recommends guiding principles like respect for all people and cultures, awareness of global interdependence, and willingness to participate in problem solving locally and globally. The document proposes redesigning curriculum, incorporating social content in all subjects, celebrating international events, organizing international clubs and exchanges to promote international understanding among students. It emphasizes the important role of teachers in cultivating international outlook in students.
MGT_The Importance of Acknowledging Cultural Orientation to Guide Pedagogical...Mellisa28
This document discusses the importance of acknowledging cultural influences on learning preferences and pedagogical practices. It notes that culture goes beyond attributes like race, birthplace, or socioeconomic status, and includes beliefs, customs, and behaviors. The challenges of defining culture and interpreting behaviors across diverse populations are also examined. The document concludes that understanding cultural variations is essential for effective instruction and including all students' learning preferences.
The document discusses cultural changes and multicultural education. It defines key concepts like multiculturalism, subcultures, and the four approaches to multicultural education (contributions, additive, transformation, and social action). It also describes dimensions of multicultural education like content integration, knowledge construction, prejudice reduction, and empowering school culture. The document provides examples of activities teachers can do to promote culturally responsive teaching, such as acknowledging student diversity and building on their cultural backgrounds.
The document discusses the benefits of mentoring and community involvement for female student-athletes, particularly young black females. It notes that having access to mentors can help student-athletes find ways to use sport to achieve life goals and learn how to become mentors themselves. The studies described found that serving as mentors and participating in community service helped student-athletes expand their worldviews and develop stronger identities.
This document discusses multiculturalism and multicultural education. It defines multiculturalism as the existence of multiple cultural groups within a society due to immigration. Multicultural education aims to create equal opportunities for all students from diverse backgrounds by transforming the school system. It identifies four approaches to multicultural education: contributions, additive, transformation, and social action. The goals of multicultural education are to help students acquire knowledge and skills to function in a diverse society and make decisions to promote democracy. Teachers must consider the five dimensions of multicultural education which are content integration, knowledge construction, prejudice reduction, equity pedagogy, and school culture.
1) International understanding is important for developing countries' economic programs and global cooperation. It requires viewing all people equally while overcoming cultural prejudices.
2) International understanding promotes peace by analyzing issues like refugees, armed conflicts, and the role of media. It also highlights the importance of international legal systems for human rights.
3) Education is the best way to develop international understanding and solve global issues. Classroom activities that teach about different cultures and global interdependence can enhance international understanding.
Critical pedagogy combines education with critical theory. It was first described by Paulo Freire and aims to help students develop consciousness of freedom and connect knowledge to power and action. Critical pedagogy examines the relationships between teaching and learning and the impact on students, particularly those who have been historically disenfranchised. It also studies the role of schools in maintaining social stratification and possibilities for social change through schools. The goals of critical pedagogy include opposing socialization, promoting democracy, illuminating social myths, and challenging inequality.
This document discusses cultural changes and multiculturalism. It defines multiculturalism as a theory about cultural foundations and a response to cultural diversity with educational and social components. Multicultural education aims to create equal opportunities for all students and transform schools so male and female students from diverse backgrounds experience equal learning opportunities. It discusses four approaches to multicultural education: contributions, additive, transformation, and social action. Student subcultures are defined as cultural patterns that set some students apart based on factors like age, ethnicity, or interests. Subcultures provide identity, allow specialized activities, and facilitate cultural adaptation and change. Culturally responsive teaching acknowledges student diversity, builds on their cultural backgrounds, and is responsive to learning styles to communicate inclusion and
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
The document outlines the DECS values education framework in the Philippines. It establishes that values education aims to develop students who are self-actualized, socially responsible, productive citizens committed to building a just and humane society. The framework is based on a philosophy that views people as physical, intellectual, moral, and spiritual beings who live in community. It identifies core values like human dignity, truth, justice, freedom, love, equality, and peace that the education system should emphasize to achieve its goal.
This summarizes the key points from an executive summary of a master's thesis on facilitation in international service-learning programs:
1) The thesis examines the art of facilitation through interviews with 7 facilitators. It identifies 4 core themes: relational labor, inter-subjective learning spaces, capacity-building, and the ambiguity of the facilitator role.
2) Facilitators described the importance of building trust and emotional safety with students through genuine relationships. This allows for deeper learning when exploring complex topics.
3) Inter-subjective learning spaces involve collective processing of ideas. Facilitators observed group dynamics and guided students to find shared understandings by connecting their perspectives.
4) Cap
CONTEMPORARY INDIA AND EDUCATION - UNIT 2 (B.Ed. 1 YEAR - 1 SEMESTER)Dhanalakshmi733993
This document discusses the role of education in understanding and promoting social diversity in India. It defines social diversity as differences among people in religion, language, culture, and background that create a pluralistic society. Education can help students understand that social diversity is natural and beneficial for societal progress by teaching about different regions, religions, languages, and social groups in a neutral, unbiased way. The document advocates using teaching methods that promote appreciation of diversity, such as celebrating all religious festivals and incorporating lessons about various social groups. It also argues that an interdisciplinary approach across subjects like social science, biology, and language can help explain how social diversity strengthens environmental sustainability, social harmony, and national development. Overall, the document emphasizes that education
This document discusses contextual therapy and its common settings and populations. Contextual therapy can be used in individual therapy, family therapy, marital/couple's therapy, and has been found effective in treating multiple personality disorders, substance abuse, juvenile delinquency, survivors of trauma, and more. Measures like the RDAS and IFI are used to assess relationship satisfaction and unfairness within couples therapy. These measures help therapists understand partners' perceptions of their relationship.
Towards Inclusive Religion Through Religious Moderation: A Case Study in Mult...AJHSSR Journal
ABSTRACT:This study aims to explore the role of religious moderation in promoting inclusive religion in
multireligious communities. The aim is to understand how religious moderation practices can support dialogue,
cooperation, and respect for religious differences in creating an inclusive and harmonious environment.
Religious moderation is a framework for how to build a religion that is rahmatan li al alamin, a moderate
religious perspective, and a tawasuth attitude. So far, many have misunderstood between religion and religious
thought. Religion is something sacred and true that cannot be changed and criticized, while religious thought
can be criticized because it can be right or wrong because it depends on the level of understanding. Therefore, in
understanding religious thought so as not to be exclusive and not extreme right or extreme left, it requires
moderate thinking, one of which is the religious moderation program that has been launched by the Ministry of
Religious Affairs. This article will explore how religious moderation according to the views of maqasidshari'ah,
religious moderation relates to human rights, and how the paradigm used in building an inclusive understanding
of religion with the foundation of various kinds of science, one of which is to make integrative-interconnective
scientific epistemology as a paradigm in religious moderation.
Towards Inclusive Religion Through Religious Moderation: A Case Study in Mult...AJHSSR Journal
ABSTRACT:This study aims to explore the role of religious moderation in promoting inclusive religion in
multireligious communities. The aim is to understand how religious moderation practices can support dialogue,
cooperation, and respect for religious differences in creating an inclusive and harmonious environment.
Religious moderation is a framework for how to build a religion that is rahmatan li al alamin, a moderate
religious perspective, and a tawasuth attitude. So far, many have misunderstood between religion and religious
thought. Religion is something sacred and true that cannot be changed and criticized, while religious thought
can be criticized because it can be right or wrong because it depends on the level of understanding. Therefore, in
understanding religious thought so as not to be exclusive and not extreme right or extreme left, it requires
moderate thinking, one of which is the religious moderation program that has been launched by the Ministry of
Religious Affairs. This article will explore how religious moderation according to the views of maqasidshari'ah,
religious moderation relates to human rights, and how the paradigm used in building an inclusive understanding
of religion with the foundation of various kinds of science, one of which is to make integrative-interconnective
scientific epistemology as a paradigm in religious moderation.
KEYWORDS :Religious, Inclusive, Religious Moderation, Multireligious Communities.
This document discusses cultural understanding and frameworks for analyzing culture, focusing on Geert Hofstede's model of cultural dimensions. It summarizes Hofstede's five dimensions of culture - power distance, individualism vs collectivism, masculinity vs femininity, uncertainty avoidance, and long-term vs short-term orientation. It also outlines advantages and limitations of Hofstede's framework, noting it provides a standardized way to compare cultures but may overgeneralize or not account for internal diversity within countries. The conclusion is that culture is a complex, dynamic concept that influences behaviors and there is no single model that fully explains cultural differences.
Use Of Pictographs Can Improve Cross Cultural CommunicationKatherine Alexander
Here are a few key strategies I would employ to effectively engage and build rapport with Mr. Fahza:
- Use a professional translator to communicate directly with Mr. Fahza without interference from family. This will allow him to express his own wishes freely.
- Be respectful of Mr. Fahza's cultural and religious background as an Iranian Muslim. Approach him and his situation with empathy, patience and cultural sensitivity.
- Speak to him in a calm, reassuring manner to make him feel at ease. Convey that his wellbeing and autonomy are the top priorities.
- Thoroughly explain his medical condition and options for care clearly and simply. Allow time for the translator to ensure full understanding on his
This document discusses the socio-cultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. Learning can be enhanced when learners interact and collaborate with others on instructional tasks. Positive relationships provide stability and trust, creating a supportive environment for learning. Family support and teaching self-motivation can overcome barriers to learning. Culture refers to the shared values, beliefs and behaviors learned within a society or group. Social constructivism emphasizes that learning occurs within a socio-cultural context through collaboration with more knowledgeable others and the use of cultural tools.
This document discusses multicultural experiences and their impact on identity development. The author describes being raised in India until 9th grade, then transitioning to living in the US, experiencing two different cultures and learning styles. These multicultural experiences helped the author grow and mature by gaining an understanding of both systems. The author also discusses their interest in science and the medical field, sparked by an influential pediatrician, and involvement in extracurricular activities related to healthcare.
This document discusses cross-cultural interactions in higher education. It defines key concepts like multiculturalism, culture, and shared ethnicity. It emphasizes the importance of inclusion and developing multicultural competence in education. It also notes some challenges to addressing multiculturalism, like arguments that it could water down skills or that race should not be part of the debate. Overall, the document stresses that developing multicultural awareness through training and education is an ongoing process important for student and professional success in higher education.
This document discusses learning to live together, one of the four pillars of education according to the Delors report. It provides objectives and importance of learning to live together, the role of educators, and ways to promote it inside and outside of school. Some key points include strengthening ethical decision making and understanding of other cultures, promoting respect for diversity, and developing activities like role plays, group discussions, and community involvement to teach values of cooperation and living harmoniously.
Sociology of education is the study of education through a sociological lens. It examines how social institutions and society shape educational systems and experiences. Sociology of education is important for both sociologists and educators as it provides insights into social issues in education and helps improve educational policy, curriculum, and teacher-student relationships. It studies factors like social class, gender, ethnicity, culture and how they influence individual experiences and outcomes in education. Understanding sociology of education helps educators create a more equitable and just educational environment for all students.
1-What is meant by the social construction of categories In wha.pdfsantanadenisesarin13
1-What is meant by the \"social construction of categories\"? In what ways are concepts such as
gender, race, sexual orientation, social class, and exceptionality social categories?
2- which says that contacts between groups will improve intergroup relations when the contact is
characterized by these four conditions: 1. equal status, 2. cooperation rather than competition, 3,
sanction by authorities such as teachers and administrators, and 4. interpersonal interactions in
which students become acquainted as individuals.
Allport wrote this in 1954. Is it still valid? Why do you believe as you do? Cite examples/give
explanation for why you believe as you do.
Solution
Social construction of categories:
A social construct or construction concerns the meaning, notion, or connotation placed
on an object or event by a society, and adopted by the inhabitants of that society with respect to
how they view or deal with the object or event. In that respect, a social construct as an idea
would be widely accepted as natural by the society, but may or may not represent a reality shared
by those outside the society, and would be an \"invention or artifice that society.\"
A major focus of social constructionism is to uncover the ways in which individuals and
groups participate in the construction of their perceived social reality. It involves looking at the
ways social phenomena are created, institutionalized, known, and made into tradition by humans.
The major categories under the Social construction are:
Gender:
Sexual orientation:
Race:
Exceptionality:
Contacts between groups will improve intergroup relations:
The Contact hypothesis has been described as one of the best ways to improve relations
among groups that are experiencing conflict. Gordon W. Allport (1954) is often credited with the
development of the contact hypothesis, also known as Intergroup Contact Theory.
Over the past half-century, Allport’s (1954) revised Contact Hypothesis has been a
guiding framework for strategies designed to reduce intergroup bias and conflict. This hypothesis
proposes that simple contract between groups is not sufficient to improve intergroup relations.
Certain prerequisite features must be present for contact between groups to reduce bias
successfully.
These characteristics of contact include equal status between the groups, cooperative
competitive) intergroup interaction, opportunities for personal acquaintance between the
members, especially with those whose personal characteristics do not support stereotypic
expectations, and supportive norms by authorities within and outside of the contact situation.
Although it is difficult to establish all of these conditions in contact situations, this formula is
effective when these conditions are met.
Allport\'s proposal was that properly managed contact between the groups should reduce
these problems and lead to better interactions. To obtain beneficial effects, the situation must
include positive contact. Some of the criter.
This document discusses sociology of education and various social institutions that influence the educational and social development of individuals. It covers topics like sociological methods, the role of family, peer groups, schools, religious institutions, and mass media in socializing children and transmitting cultural values between generations. The conclusion emphasizes that sociology of education involves studying how educational institutions and social interactions shape personality development and cultural learning.
This document discusses sociology of education and various social institutions that influence the educational and social development of individuals. It covers topics like sociological methods, the role of family, peer groups, religious institutions, schools, and media in socializing children and transmitting culture. The key socializing agents discussed are the family, schools, peer groups, and mass media. The document emphasizes how interaction with these institutions shapes personality, cultural values, and influences behavior.
An Analysis Of The Use Of Autobiographical Narrative For Teachers Intercultu...Amy Cernava
This document summarizes a research article that analyzes the use of autobiographical narrative for teachers' intercultural learning. The researchers deconstructed three autobiographical narratives written by teachers as part of a larger study on intercultural education in Australian schools. The analysis revealed that while autobiographical narrative has potential to stimulate teacher reflexivity about cultural identities and intercultural relations, it also contains hidden dangers if not used carefully. Specifically, narratives risk portraying cultural differences in simplistic ways that reinforce stereotypes. The researchers conclude that autobiographical narrative alone is not sufficient for developing teachers' intercultural knowledge and skills, and must be used with caution.
Islam Nusantara: Religion Dialectic and Cultural for Pluralism-Democratic Soc...Ali Murfi
This document discusses the concept of Islam Nusantara and its relationship to pluralism and democracy in Indonesia. Islam Nusantara refers to Islam as practiced in the Indonesian archipelago, which blended Islamic values with local cultural traditions in a moderate, tolerant, and inclusive way. It aims to provide a solution that is not extreme, can live in harmony with other religions, and accepts democracy. The characteristics of Islam Nusantara support pluralism and democracy by respecting diversity and finding peaceful resolutions to conflicts.
A self reporting instrument for gauging and improvinglutfan adli
This document summarizes a self-assessment tool for faculty to gauge their cross-cultural awareness and sensitivity in teaching multicultural classrooms. The assessment includes questions in three areas: expectations and standards, approaches, and preferences. Completing the assessment encourages personal reflection on one's teaching techniques. The document provides context on increasing diversity in classrooms and discusses how cultural backgrounds can influence interpretations. It aims to help faculty improve by increasing awareness of different cultural perspectives.
This document discusses social groups and what defines them. It states that social groups are smaller units that compose society, ranging from households to religious organizations. They are responsible for cultural and societal advancement. The document also provides examples of how people engage with social groups, such as through hobbies, school, social media, and other activities. It defines a social group as a collection of interdependent individuals who pursue shared goals, in contrast to a mere aggregate who occupy the same space but have no interaction.
Similar to Impact of Multicultural Environment of Islamic Educational Institutes on Students’ Acculturation (20)
Man and Creativity: A Contrastive Analysis between Western and Islamic Psycho...mohd abbas abdul razak
This document provides an overview of concepts of creativity and human nature from Western and Islamic perspectives. It discusses how Western psychology, including Freudian psychoanalysis, behaviorism, and humanism, have differing views on human nature ranging from pessimistic to neutral to optimistic. Islamic psychology presents a holistic view of human nature based on the Quran and hadith, seeing humans as having physical, social, psychological and spiritual dimensions. The document then defines creativity and explores how creativity is perceived differently in various cultural contexts before contrasting Western and Islamic views on creativity.
STABILIZING MUSLIM MARRIAGES: SOME REFLECTIONS ON ETHICAL MANAGEMENT OF FAMIL...mohd abbas abdul razak
Marriage breakdowns and family instability with their debilitating after-effects on women and children are the hallmark of greatly mechanized global community at present time. To remedy the situation, social scientists have diagnosed a multitude of variables as the precursor for the upward trends in marriage breakdowns and family disintegration. In Malaysian context, women`s financial independence, easy access to multimedia and early marriage are among the factors which account for the rising phenomenon of divorce even during the early years of marriage among Muslims. To remedy the situation, marriage counseling, law reform and pre-marriage courses are mostly emphasized by both mainstream legal scholars and women right activists. It is my considered opinion that these formalistic approaches if not integrated with the emphasis on ethical side of Islamic law may cause more marriage breakups than enhancing families. The bigger issues in terms of ethical management of Muslim family, such as marriage fidelity, sense of commitment to care for women and children, and spousal mutual empathy and responsibility may help a great deal in acculturating our society from early childhood to adolescence and through adulthood. The paper, therefore, argues for the more concentrated ethical approach for addressing the underlying causes of marriage disability in order to give more effect and meaning to the existing formalistic social and legal measures by reforming Muslims` mindset and outlook towards family.
The discussion on the mind and body continues to be debated by
philosophers and psychologists. Ever since the Renaissance, Western scholars
have shifted their research on the man from a religious to a scientific one. They
argued that spirituality cannot be scrutinized using science and scientific tools.
Yet, they are not any closer to finding a comprehensive solution to many of
man’s psychological problems. In realizing that man’s spiritual dimension is an
area avoided by Western mainstream psychology, this study analyzes some
aspects of the soul entity and its varied manifestations from an Islamic
perspective. Through a review of related literature and documentary analysis,
this study highlights the spiritual dimension of man as understood by Muslims
scholars and psychologists.
Human Nature & Motivation: A Comparative Analysis between Western and Islamic...mohd abbas abdul razak
In the fi eld of psychology, the topics on human nature and motivation
have been quite extensively discussed. These two topics are interrelated
and inseparable. Any endeavor to understand man and his potentials makes
it necessary for one to venture into the study of human nature. Major topics
in psychology like motivation, personality, creativity, psychotherapy, mental
health, etc. could be well understood with a proper understanding on human
nature. In the light of this reality, what makes this research an appealing and
interesting one is the fact that the researchers had comparatively analyzed the
ideas on human nature and motivation showcased to the world by Western and
Islamic psychologies. The fact that there exist a great number of schools of
thought in Western psychology, the researchers had narrowed their scope of
investigation to three only. As such, they discussed the ideas on human nature
and motivation as conceptualized in Psychoanalysis, Radical Behaviorism and
Humanistic psychology. Upon analyzing Western theories, the researchers
performed a compare and contrast analysis with ideas provided by Islamic
psychology on human nature and motivation. This academic exercise was done
in the hope of identifying as to whether there exist any similarity and difference between the two psychologies. Since the nature of this study was a qualitative
one, the researchers conducted a library research to collect the relevant data.
In analyzing the data related to the study, the researchers used the content and
textual analysis methods.
This document outlines Iqbal's model of personality development, which involves obeying God, attaining self-control, fulfilling one's role as God's representative, utilizing resources to enrich one's spiritual status, and developing virtues while avoiding vices. The model has three stages to reach the status of insan al-kamil, or the ideal person who earns God's pleasure, with the Prophet Muhammad as the role model.
Slides on the topic of Human Nature. The focus is on the concept of the human at showcased by Psychoanalysis, Behaviorism, Humanistic Psychology and Islamic Psychology.
Man and Creativity: A Contrastive Analysis between Western and Islamic Psycho...mohd abbas abdul razak
Among all creations of God living in this planet, man is the most intelligent, innovative and creative. Imbued with these qualities, man was able to plan, create and recreate new things using the resources available in the environment. Man’s position as God’s best creation and as the recipient of the creative intelligence from his Creator has further advanced him in mastering science and technology. As a result of his advancement in knowledge and science in one way or another has ushered man into creating great civilizations. While the discussion goes on as to whether man’s creativity is an inborn or a learned behaviour, this paper intends to explore and analyze some of the existing concepts on human creativity found in Western and Islamic psychologies. Very particularly, the researchers would like to examine the concept of creativity put forward by Freudian Psychoanalysis, Behaviorists, Humanistic and Islamic psychologies. It is expected that the findings of this research can motivate mankind to be more dynamic and productive in bringing upon the much needed positive change to the present world conditions.
This presentation emphasizes the importance of knowledge and learning from the Islamic perspective. In Islam, seeking knowledge should be a continuous process from cradle to death. The Qur'an states that man of knowledge is held high in the sight of God. A well-educated individual should enjoy good relationship with God, his/her self, flora and fauna, and humanity at large.
This presentation is focused on lifelong learning beyond school. As such, education should not be confined to the four walls of the classroom. Anything can be learning experience under the sun.
The magazine article focuses on the kind of relationship Man should have with the environment. Many of the destructions to flora and fauna happen due to Man's negligence.
Islam seeks to develop the human minds to a total submission to Allah the
Almighty. Through its divine guidance, the Qur’an ushered a large section of
the masses in Arabia from the darkness of ignorance into knowledge and
enlightenment of their souls. Islam grew from a humble beginning into a
mighty civilizational force. Islamic civilization like all other civilizations,
started to decline after reaching its pinnacle of success. Ever since the fall of
Baghdad in 1258, the Muslim world has been confronted with endless
problems in all fields of life. Colonization of Muslim lands by the West had
created the knowledge and technological gap between them and their
colonizers. Being subjected to colonization, neo-colonization, and now
globalization, Muslims are lagging behind other communities of the world. The
Muslim minds which once came up with great ideas, discoveries, innovation
and inventions, at the moment somehow become less prolific, and experiencing
a state of lethargy and malaise. In realizing the great challenges faced by the
Muslims in the modern world, this research intends to re-visit Iqbal’s ideas to
remedy the awful situations experienced by the Ummah.
This document provides a contrastive analysis of Western and Islamic perspectives on the concept of man and creativity. It discusses concepts of man in psychoanalysis, behaviorism, and humanism. In psychoanalysis, man is driven by instincts and lacks free will. Behaviorism views man as a product of his environment conditioned by stimuli. Humanism sees man as having a tendency for growth. Islamic psychology views man as possessing a creative intelligence, having free will but also weaknesses, and being created in the best form. The document then examines concepts of creativity in these perspectives and in Islamic psychology, which sees creativity as existing within man's soul and fitrah. It concludes that understanding different concepts of creativity requires understanding perspectives on human nature and that Islamic psychology
This study in the area of philosophical psychology is a contrastive analysis on the personality theories that have been showcased to the world by Freud and Iqbal. In analyzing the data pertinent to the study, the researcher has used the historical and content analysis methods. As a prelude to the kernel of the research, the researcher has explored the historical and philosophical developments that have taken place in the areas of human nature and personality in the West and Islamic world. The fact that both Iqbal and Freud believed the inner dimension of man, particularly the ego, which plays a pivotal role in all human behaviours has drawn the interest of the researcher to explore their concepts on the human psyche, and on how personality development takes place in individuals. Through the contrastive analysis, it has come to light that Freud and Iqbal had conceptualized their theories on personality as a response to the demands and challenges of their time. Besides that, factors like their personality, philosophy towards life, education and their travels have influenced directly or indirectly their conceptualization of their theories.
This document discusses globalization and its impact on the Muslim world. It explores how globalization has affected various areas of life like economics, politics, culture, and education. The paper also examines the Muslim era of globalization, noting that it aimed to peacefully share knowledge and call humanity to justice, not force religion or culture on others. While globalization has helped disseminate information through technology, some scholars argue it is actually Western re-colonization in disguise that benefits Western nations. The conclusion calls for Muslims to engage thoughtfully with globalization and find solutions, rather than total rejection or isolation, while also asking the West to move past past mentalities of domination.
Shifting Paradigms in the Study of Personality: A Retrospective Survey of Wes...mohd abbas abdul razak
The birth of the Renaissance movement in the West ushered the scholars as well
as the masses into a broader perspective of learning and knowledge seeking. The spirit
of the Renaissance paved the way forward for scholars to gain freedom of speech and
liberation from their old mindset. Europe that was bursting with new philosophical and
scientific ideas also gave its people a wide range of perspectives in understanding man
and personality. Secularism and modernism that came as a result of the Renaissance
movement caused a shift in the understanding on man and his personality from a religious
to a scientific one. In this study, the researchers would like to venture into the
areas of man and personality from the Western perspective. Very precisely, the researchers
would like to conduct a survey on the shifting paradigms in the field of Western
psychology, pertaining to the study on man and personality. Upon performing the
survey, the researchers would like to identify and analyze the underlying factors that
caused the emergence of the different paradigms in Western psychology.
Man and Creativity: Contrastive Analysis between Western and Islamic Psycholo...mohd abbas abdul razak
Among all creations of God living in this planet, man is the most intelligent, innovative and creative. Imbued with these qualities, man was able to plan, create and recreate new things using the resources available in the environment. Man’s position as God’s best creation and as the recipient of the creative intelligence from his Creator has further advanced him in mastering science and technology. As a result of his advancement in knowledge and science in one way or another has ushered man into creating great civilizations. While the discussion goes on as to whether man’s creativity is an inborn or a learned behaviour, this paper intends to explore and analyze some of the existing concepts on human creativity found in Western and Islamic psychologies. Very particularly, the researchers would like to examine the concept of creativity put forward by Freudian Psychoanalysis, Behaviorists, Humanistic and Islamic psychologies. It is expected that the findings of this research can motivate mankind to be more dynamic and productive in bringing upon the much needed positive change to the present world conditions.
Iqbal’s Ego Philosophy and Its Importance in Awakening Man’s Spiritualitymohd abbas abdul razak
History reveals the fact that the coming of modernity and secularism has allured
modern man towards a materialistic concept of life, ignoring his spiritual needs in respect
of his role as the vicegerent of God. This predicament has not only marred man’s
relationship with God but has also failed him toward understanding his true nature and
mission in life. The large segment of humanity today is on the brink of losing its human
and spiritual values, resulting in severe environmental degradation, racism, terrorism,
war, poor mental health, and other psychopathological illnesses. This paper intends to
explore and draw out conclusions from the philosophical thoughts of Muhammad Iqbal
(1877-1938) with regard to his ego philosophy that explains man’s relationship with
God, community and the universe (flora and fauna). Lessons drawn out from Iqbal’s
ideas can be of great use in awakening man’s spirituality and improving his quality of
life by establishing a harmonious relationship with God, environment and fellow human
beings.
Early ideas on human nature and personality were presented by Muslim scholars during the Golden Age of Islam (750-1258). The decline of the Islamic civilization and the dawn of the era of European colonization has somehow dwindled the study on man and his personality until the poet-philosopher Mohammed Iqbal (1879-1938) came up with his philosophy on the Ego (Khudi). Using philosophy and poetry as his vehicles, Iqbal called upon the Muslims to pay attention to the development and maintenance of the human Ego. Given Iqbal‟s fame in the East and West, it is pertinent to explore his ideas on human nature, philosophy of Ego or self, and personality. This study surveys the underlying factors that challenged Iqbal to conceptualize a theory on personality which is very different from others in the Islamic world.
Since ancient times, scholars in the West have shown great enthusiasm towards understanding
the subject on man and personality. Driven by this zeal, there appeared a multitude
of theories discussing man and his nature. Various concepts on man showcased by
the scholars, quite often, complemented one another and, at times, their ideas contradicted
and discredited one another. Sigmund Freud (1856-1939) the founding father of
psychoanalysis presented to the world a concept on man and his personality which
turned out to be a controversial one. His idea of man seems to have shaped the western
culture and human psyche in general. What appears from the impact of Freud’s concept
of man and personality is that it has denigrated man. This paper represents an appraisal
of his idea of man and personality from human angle.
Islamic Psychology and the Call for Islamization of Modern Psychologymohd abbas abdul razak
The shifting of paradigms in modern psychology has left modern men in a state
of confusion on the issues pertaining to what should be the paramount concern
of psychology and in the proper understanding on the topic of human nature. In
a contrastive manner Islamic psychology which has been promoted by Muslim
scholars alongside with the process of Islamization of knowledge and education,
has its roots in the philosophical ideas of early Muslim scholars. Its resurgence,
which started some two decades ago, is seen as an initiative to introduce Islamic
understanding on man to the conflicting ideas prevalent in modern psychology.
Its approach, which is mainly philosophical in nature, goes back to the ideas on
man mentioned in the two primary sources of Islam, the Qur’an and ×adÊth.
Islamic psychology with its comprehensive ideas on human nature has been
seen by Muslim scholars as a new perspective in psychology that can fill in the
lacunae present in the modern psychological thoughts on man, and clears the
mist that surrounds most Western theories on man. This paper represents an
attempt to analyze and also synthesize Western psychology and Islamic psychology
in terms of their nature, development, contributions, and problems.
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...Joshua Orris
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
Recycling and Disposal on SWM Raymond Einyu pptxRayLetai1
Increasing urbanization, rural–urban migration, rising standards of living, and rapid development associated with population growth have resulted in increased solid waste generation by industrial, domestic and other activities in Nairobi City. It has been noted in other contexts too that increasing population, changing consumption patterns, economic development, changing income, urbanization and industrialization all contribute to the increased generation of waste.
With the increasing urban population in Kenya, which is estimated to be growing at a rate higher than that of the country’s general population, waste generation and management is already a major challenge. The industrialization and urbanization process in the country, dominated by one major city – Nairobi, which has around four times the population of the next largest urban centre (Mombasa) – has witnessed an exponential increase in the generation of solid waste. It is projected that by 2030, about 50 per cent of the Kenyan population will be urban.
Aim:
A healthy, safe, secure and sustainable solid waste management system fit for a world – class city.
Improve and protect the public health of Nairobi residents and visitors.
Ecological health, diversity and productivity and maximize resource recovery through the participatory approach.
Goals:
Build awareness and capacity for source separation as essential components of sustainable waste management.
Build new environmentally sound infrastructure and systems for safe disposal of residual waste and replacing current dumpsites which should be commissioned.
Current solid waste management situation:
The status.
Solid waste generation rate is at 2240 tones / day
collection efficiently is at about 50%.
Actors i.e. city authorities, CBO’s , private firms and self-disposal
Current SWM Situation in Nairobi City:
Solid waste generation – collection – dumping
Good Practices:
• Separation – recycling – marketing.
• Open dumpsite dandora dump site through public education on source separation of waste, of which the situation can be reversed.
• Nairobi is one of the C40 cities in this respect , various actors in the solid waste management space have adopted a variety of technologies to reduce short lived climate pollutants including source separation , recycling , marketing of the recycled products.
• Through the network, it should expect to benefit from expertise of the different actors in the network in terms of applicable technologies and practices in reducing the short-lived climate pollutants.
Good practices:
Despite the dismal collection of solid waste in Nairobi city, there are practices and activities of informal actors (CBOs, CBO-SACCOs and yard shop operators) and other formal industrial actors on solid waste collection, recycling and waste reduction.
Practices and activities of these actor groups are viewed as innovations with the potential to change the way solid waste is handled.
CHALLENGES:
• Resource Allocation.
Improving the viability of probiotics by encapsulation methods for developmen...Open Access Research Paper
The popularity of functional foods among scientists and common people has been increasing day by day. Awareness and modernization make the consumer think better regarding food and nutrition. Now a day’s individual knows very well about the relation between food consumption and disease prevalence. Humans have a diversity of microbes in the gut that together form the gut microflora. Probiotics are the health-promoting live microbial cells improve host health through gut and brain connection and fighting against harmful bacteria. Bifidobacterium and Lactobacillus are the two bacterial genera which are considered to be probiotic. These good bacteria are facing challenges of viability. There are so many factors such as sensitivity to heat, pH, acidity, osmotic effect, mechanical shear, chemical components, freezing and storage time as well which affects the viability of probiotics in the dairy food matrix as well as in the gut. Multiple efforts have been done in the past and ongoing in present for these beneficial microbial population stability until their destination in the gut. One of a useful technique known as microencapsulation makes the probiotic effective in the diversified conditions and maintain these microbe’s community to the optimum level for achieving targeted benefits. Dairy products are found to be an ideal vehicle for probiotic incorporation. It has been seen that the encapsulated microbial cells show higher viability than the free cells in different processing and storage conditions as well as against bile salts in the gut. They make the food functional when incorporated, without affecting the product sensory characteristics.
ENVIRONMENT~ Renewable Energy Sources and their future prospects.tiwarimanvi3129
This presentation is for us to know that how our Environment need Attention for protection of our natural resources which are depleted day by day that's why we need to take time and shift our attention to renewable energy sources instead of non-renewable sources which are better and Eco-friendly for our environment. these renewable energy sources are so helpful for our planet and for every living organism which depends on environment.
Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...Joshua Orris
Results of geophysics and pneumatic injection pilot tests during 2003 – 2007 yielded significant positive results for injection delivery design and contaminant mass treatment, resulting in permanent shut-down of an existing groundwater Pump & Treat system.
Accessible source areas were subsequently removed (2011) by soil excavation and treated with the placement of Emulsified Vegetable Oil EVO and zero-valent iron ZVI to accelerate treatment of impacted groundwater in overburden and weathered fractured bedrock. Post pilot test and post remediation groundwater monitoring has included analyses of CVOCs, organic fatty acids, dissolved gases and QuantArray® -Chlor to quantify key microorganisms (e.g., Dehalococcoides, Dehalobacter, etc.) and functional genes (e.g., vinyl chloride reductase, methane monooxygenase, etc.) to assess potential for reductive dechlorination and aerobic cometabolism of CVOCs.
In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
The results of the MetaArray™ analysis’ support vector machine (SVM) identified groundwater monitoring wells with a 80% confidence that were characterized as either Limited for Reductive Decholorination or had a High Reductive Reduction Dechlorination potential. The results of MetaArray™ will be used to further optimize the site’s post remediation monitoring program for monitored natural attenuation.
Presented by The Global Peatlands Assessment: Mapping, Policy, and Action at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
Epcon is One of the World's leading Manufacturing Companies.EpconLP
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...Open Access Research Paper
Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
Climate Change All over the World .pptxsairaanwer024
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
Impact of Multicultural Environment of Islamic Educational Institutes on Students’ Acculturation
1.
Abstract—The study focuses on the effect of exposure to
Multicultural and international environment of an Islamic
educational institution on the acculturation of its students.
Acculturation has been used in this study with a wide sense of
meaning that underscores the sense of co-existence and feeling
of unity. This study investigated whether the
Internationalization process of the International Islamic
University, Malaysia, with intergroup contact taking place
under optimal conditions helps its students to, appreciate the
differences that other cultures bring, be comfortable with
differences and also seek diversity of contact. The study
employed Miville-Guzman Universality – Diversity Scale,
(M-GUDS-S) to collect data by survey method from 400 IIUM
undergraduate students selected using Quota sampling. 200 of
them were the first year students and the rest were fourth-year
students. The result showed that there is a significant
improvement in the feeling of unity among the students. The
fourth year students showed more appreciation for other
cultures and comfort with differences. Based on the finding it
has been suggested that if efforts are made to establish optimal
conditions for positive intergroup contact to take place,
intergroup prejudice can be reduced and problems of
co-existence in the Muslim countries and communities can thus
be addressed.
Index Terms—Appreciation of other cultures, comfort with
differences, diversity of contact, intergroup contact,
Multicultural environment, unity feeling, prejudice.
I. INTRODUCTION
The present day scenario calls for a universal community
where, everything including personal relations, have become
inter-racial, inter-cultural and inter-religious. Due to the
migration of people in search of jobs, better livelihood,
family, education, as a result of the war, civil and economic
crisis in their own countries it has now become impossible to
live in a society whose members belongs to just one culture,
ethnic group, religion or religious group. This situation has
incited discussions, studies, and research that focus on how
unity and peaceful coexistence can be brought within such
diversity and differences. In the Muslim context this issue is
very relevant due to the problems faced by the Muslim
communities. Although from the Islamic literature it can be
seen that Islam upholds pluralism and encourages unity and
peaceful coexistence in a multicultural environment, the
contemporary picture of Islamic societies is quite
Manuscript received June 14, 2016; revised August 12, 2016. This work
was supported by the Research Management Center International Islamic
University Malaysia under the grant EDW B14-169-1054.
The authors are with the Department of Social Foundations and
Educational Leadership, International Islamic University Malaysia,
Malaysia (e-mail: yusufrahathr@gmail.com, maarji@iium.edu.my,
hiba_kakkat@yahoo.com).
contradictory to this teaching of Islam. From this it can be
understood that despite the fact that Muslim scholarship
accepts and agrees with the theoretical interpretation of Islam
on unity, this interpretation fails to materialise in practical
settings. Meaning that this teaching of Islam can be seen only
in theory. When it comes to making it practical and possible,
the contemporary Muslim world has not been very
successful.
Taking this issue into consideration it might be helpful to
take into consideration some of the existing studies that
addresses the issues of diversity in the modern society. Some
writers have suggested the importance of intergroup contact
as a solution to addressing the problems of diversity in a
community [1]-[6]. Based on these studies it can be observed
that just the theoretical teachings of tolerance are not
sufficient in reducing prejudice or inculcating a feeling of
unity within a community. But at the same time, the
communities must also get the opportunities to experience
and interact with different people that come from various
socio-cultural backgrounds to make it possible. In other
words, a conscious effort to create a better intergroup contact
is one of the best solutions of the practical manifestation of
the theory of unity that any ideology upholds.
In line with this view, various researchers have carried out
several studies in different contexts. Among these some of
them have claimed that creating a positive intergroup contact
context is one of the best solutions that can be used to have
positive effects on reducing prejudice and discrimination and
promoting tolerance among the members of different groups
[7]. According to intergroup contact theory, contact between
members belonging to diverse groups under optimal
conditions leads to a reduction in prejudice among them [8].
Here the emphasis is given to good quality contact taking
place under optimal conditions. In an environment where
people belonging to different groups coexist, engage in some
or the other form of contact is inevitable. While making use
of public systems and facilities, shopping etc. members of
different groups living in a community are bound to come
into contact. But such casual contact is not what intergroup
contact theory suggests. Here the important factor is that the
contact should take place under optimal conditions. By
optimal conditions, it means that for intergroup contact to
have positive effects it should take place in a situation where
there exists equal status between groups. In other words, the
contact should take place in a condition where the members
of the groups share equal rights and positions and that no
group should have any superiority, dominance or advantage
over the other groups, whether legally, socially or culturally.
In line with this, the concept of cultural symbiosis as
presented by Bakar [9] provides a model of reducing
prejudice through intergroup contact. Cultural symbiosis is
Impact of Multicultural Environment of Islamic
Educational Institutes on Students’ Acculturation
Yousef Rahath House, Mohd Abbas Abdul Razak, and Hiba Ashraf
International Journal of Social Science and Humanity, Vol. 7, No. 3, March 2017
153doi:10.18178/ijssh.2017.7.3.811
2. defined by him as "the intimate living together of two or more
cultural entities on the basis of mutual interdependence" [9].
According to him the first step in achieving cultural
symbiosis is mutual contact and acquaintance. Only when
one meets and interacts with another can one know the other.
If this is pursued, it may lead to mutual understanding and
co-operation and help. This will, in turn, lead to tolerance.
This acquaintance according to him needs to be cultivated in
a healthy, pleasant and calm atmosphere. One must also have
well-ordered priorities to cater for the common interest of the
parties involved. Simultaneously, the mutual acquaintance
and contact go from the acceptance of physical
characteristics to the understanding of psychological
mind-set which in turn leads to acquiring manners and
customs acceptable to both cultures [9].
II. FEELING OF UNITY AND UNIVERSAL DIVERSITY
ORIENTATION
From the above discussions, it is clear that engaging in
quality intergroup contact is important and it can be seen that
this more often leads to the development of qualities that are
essential for bringing about a feeling of unity. So, taking this
analysis into consideration, it can be argued that people living
in an environment of positive intergroup contact must have
developed a feeling of unity. However, here the question
arises of how it can be shown that unity feeling has been
developed or in other words how the feeling of unity can be
measured. Some studies have presented models that can be
used in this study to examine the existence of unity feeling
among people. Miville's 'Universal Diversity Orientation'
(UDO) construct and the related scale MGUDS [10] is one of
the suitable scales that can be used to measure unity feeling
because the MGDUS measures acculturation or unity feeling
that is the central theme of this research.
According to this construct, three components play an
important role in being able to accept differences and
similarities between people and in fostering a feeling of unity.
These components represent the cognitive, behavioural and
emotional aspects of engaging in intergroup contact. They
are relativistic appreciation, diversity of contact and comfort
with differences.
Relativistic appreciation: This is the cognitive component.
According to this component, a person with UDO will value
the differences and similarities among others and himself
[10]. Along with that, he will be able to appreciate the impact
such diversity of contact on his personal growth and
self-understanding. A person with such an attitude and
awareness will not see diversity or differences as negative.
On the other hand, he will be able to welcome differences as
necessary for his development.
Seeking diversity of contact: This represents the
behavioural component of this construct. Because a person
values the impact of differences brought in by diverse groups
he will seek to engage in a diversity of contact. He will show
an interest in interpersonal contact with people of different
race, gender, religion and other demographic background and
be attending programmes, functions, talks or other such
opportunities that would give him the opportunity for gaining
a diversity of experiences.
Comfort with differences: This is the emotional
component. According to this construct a person with UDO
forms a sense of connection with members of diverse groups
as a result of contact with them. this reinforces further contact.
Building close friendships with diverse people, working
together with people from different background, engaging in
projects works and so on are examples of how such
emotional connections can be formed and be generalised to
other members of those groups to which these members
belong.
Hence, analysing if engaging in positive intergroup
contact has developed a feeling of unity, can be done by
examining if they appreciate differences, are comfortable
with differences and whether they are willing to seek
diversity of contact as a result of engaging in intergroup
contact. In other words, the MGDUS scale that assesses these
aspects of universal diversity orientation can be used to
answer the major question raised in this study: Does positive
intergroup contact result in the development unity feeling?
The subscales of the MGDUS scale will also help in
answering other questions raised in this study: Does the
opportunity for positive intergroup contact fosters
appreciation of other cultures/communities? Does it lead to
being more comfortable with differences among themselves?
And does the experience of positive intergroup contact and
universality/similarity encourage the students to seek
diversity of contact?
III. FEELING OF UNITY AMONG MUSLIMS LIVING IN AN
ENVIRONMENT OF POSITIVE INTERGROUP CONTACT
A. Research Site
To analyse if a feeling of unity exists among Muslims an
analysis should be done on Muslims living in a multicultural
setting where positive intergroup contact takes place. For this
analysis International Islamic University Malaysia has been
taken as the research site. An International educational
institution was chosen because educational institutes are
good examples of places where people are forced to interact
with members or other cultures and races.
An educational institution was chosen because educational
institutions are among the most important settings in which
the next generation has the opportunity to develop positive
attitudes towards other groups (Jones, 1994). Hence, they can
be a very fertile ground to widen horizons, foster a sense of
understanding and tolerance and also reduce prejudice and
discrimination among its students. Further, according to
some educational theorists, one of the major functions of
educational institutions is to inculcate the feeling of unity and
social solidarity. So, the presence of quality of intergroup
contact at an educational institute is an obvious reality.
B. Participants
400 undergraduate students of IIUM participated in this
study. The students were from diverse cultural and national
backgrounds. Among the 400 participants 200 were first-year
students and 200 were fourth year students. The first year
students served as the control group and the fourth year
International Journal of Social Science and Humanity, Vol. 7, No. 3, March 2017
154
3. students as the experimental group due to their exposure to
the internationalisation process of IIUM for four years. The
fourth year students have thus had more opportunities for
positive intergroup contact. Hence, it is hypothesised that
feeling of unity will be higher among the fourth year students
compared to the first year students. It is also hypothesised
that the fourth year students will be more appreciative of and
comfortable with differences, and will be more interested in
seeking diversity of contact compared to first year students.
C. Research Instrument
For the purpose of this research, a modified version of
Miville-Guzman Universality-Diversity Scale (M-GUDS)
[10] was used. It is a self-reported instrument which is used
to measure the universal-diverse orientation (UDO) of the
respondents. The attitude of awareness and acceptance of
similarities and differences is reflected by this construct. It is
a 45 item scale that uses a6 point Likert-type scale and has 3
subscales. They are; 1) Diversity of contact 2) Relativistic
appreciation 3) Comfort with differences/ sense of
connection. Slight modifications were made to the instrument
to suit the objectives and purposes of this study. The
instrument was reported to have high reliability and validity
rate by various studies [10], [12]-[13]. It was shown to have a
high internal consistency and test-retest reliability ranging
from 0.89 to 0.95 [13]. To test its reliability in the present
setting a pilot test using 30 participants was conducted and
the results indicated a relatively high-reliability rate of 0.76.
IV. RESULT
As was hypothesised, an independent sample t-test
revealed that there was a significant difference is the level of
feeling of unity between the first year and fourth year
students, with the fourth year students showing a higher level
of level of feeling of unity t(199)=2679, p(0.008)<0.05. The
results clearly indicated that exposure to intergroup contact at
the multicultural environment of IIUM leads to the
development of unity feeling among its students. The fourth
year students showed a significantly higher appreciation of
oneself and others compared to the first year students;
t(199)=3.498, p(0.001)<0.05. Similar results were also
observed in the analysis of scores of the comfort with
differences subscale. The fourth year students were observed
to be more comfortable in dealing with individuals from
diverse backgrounds compared to the first year students;
t(199)=2.155, p(0.032)<0.05. However, analysis of the
scores of the diversity of contact subscale differed from the
above results. The independent sample t-test showed that
there was no significant difference between the first year and
fourth year students in terms of seeking diversity of contact;
t(199), p (0.141)>0.05.
V. DISCUSSION
In light of the present condition of the Muslim community,
the objective of this study was to analyse if engaging in
positive intergroup contact in a Muslim Education setting,
where students are forced to engage in intergroup contact
under optimal conditions, would lead to the development of
unity feeling. The result indicated that intergroup contact
under optimal conditions does have a positive impact. This is
in line with Tropp’s [8] intergroup contact theory. Intergroup
contact reduces prejudice and helps the students to tolerate
and also appreciate differences.
In encouraging and facilitating the development of
friendships between different groups by making the students
work in teams consisting members of diverse backgrounds,
making sure students get the opportunity to share classes and
hostel rooms with students from different background and
organising programmes where students from diverse
background work together, positive intergroup contact was
ensured. And favourable results were observed.
The students' appreciation for other cultures and
communities implies that they value the impact intergroup
contact has on their personal growth and self-understanding
[14]. An increase in the degree of comfort in dealing with
students from diverse backgrounds, who are different from
them, indicates that the students develop an appreciation and
are not disturbed by the differences and similarities in other
students that are different from them [14].
However, although the endeavours on the part of the
university have had a positive impact on the students’
development of unity feeling, it can be seen from the results
that the students failed to show an increase in seeking
diversity of contact as a result of their intergroup contact.
This is of concern because it is the ‘seeking diversity of
contact' subscale that measures the behavioural component of
the MGDUS. The students' response to this subscale
indicates that they do not show an increased interest in
participating in cultural and social activities of diverse groups
as a result of the multicultural environment they are in.
Although intergroup contact is said to have a positive impact
on the students, they do not take the extra initiative to
establish intergroup contact.
Preferring to engage in contact with members of one’s own
culture and community is a natural observable fact as far as
human beings are concerned. Ibn Khaldun’s [15] concept of
asabiyyah explains this aspect of human nature. Asabiyyah
according to him is an important principle required for the
survival, development and sustenance of a community or a
nation. It is the sense of belonging that the people of that
community or particular group have which prompt them to
collectively strive for their development and establishment.
The concept of seeking diversity of contact does not mean to
undermine this aspect of humans' social nature. But at the
same time, the importance of diversity of contact needs to be
realised as diversity contributes personal growth and
self-understanding [10].
Another important factor that needs to be realised is that
being a Muslim, one's feeling of assabiyyah should not just
confine to one’s own nation or culture. It should extend to
religion as well. According to Ibn Khaldun [15], the feeling
of solidarity among the members of a religious group is
important for that religion to succeed and be effective. So
apart from solidarity with one’s own nation or race or sect or
religious subdivision, their feeling of solidarity should
ultimately be towards Islam. This being the case, although the
students belong to different nations, cultures, religious
subdivisions, there should be an attempt on their part to work
International Journal of Social Science and Humanity, Vol. 7, No. 3, March 2017
155
4. towards bridging the gap created by these differences and
unite in the feeling of solidarity with Islam; their common
religion. It is only by overcoming divisions within
themselves that they will be able to extend their feeling of
unity towards others.
As opposed to the meaning in which the concept of
assabiyyah has been used here, it has been used in a negative
sense to indicate blind partiality towards a particular group
even in the face of contradictions or unacceptable approaches
and sometimes out groups is demoralised and denounced.
This is against the spirit of Islam. Being a vicegerent of Allah
on earth Muslims are expected to have a feeling of
responsibility towards all human beings (and creatures),
irrespective of their religion, race, culture and so on. As the
Qur'an says in Surah Baqarah, 143 " We have made of you
an ummah justly balanced, that you might be witnesses over
the nations... ” [16].
Thus, although focus should be given to bringing about a
feeling of unity among the Muslims, community feeling
should also focus on universal factors like being a human.
The distinction that comes within that universality should be
one that is appreciated and seen as crucial for mutual growth
and development and not discriminated against.
In essence, engaging in intergroup contact is what will
help in the development of this sense of understanding and
connection among people. For this students should be able to
overcome their passivity and develop a sense of purpose.
Taking an initiative in establishing contact with people
different from oneself requires that a person is dynamic and
vibrant and be with a sense of purpose. It is the sense of
purpose and a common goal to work towards that can bring
people together and bond them as one. In Allport’s [17] four
primary conditions that a contact situation should embody,
having a common goal is an important condition. Efforts
should be taken in this direction.
Since the multicultural environment has succeeded in
fostering among the students the cognitive and affective
components, the development of the related behavioural
component is relatively uncomplicated. Thus, efforts should
be made to inculcate among the students a sense of
assabiyyah towards the Muslim community as a whole which
would enable them to form a bond of solidarity. Efforts
should also be made to instil in them a sense of purpose and a
common goal of developing the Muslim community to make
them more dynamic and vibrant. In doing so the differences
students from different countries, communities, race and
religious backgrounds bring, should not be ignored or
suppressed. Instead, efforts should be made to help them
develop and be confident of their own identity. Because it is
people that are confident about their identity and uniqueness
and realise that diversity actually may contribute to
self-development and development of creativity are
encouraged to seek diversity of contact [18].
VI. CONCLUSION
It was seen that if efforts are made to bring about positive
intergroup contact under optimal conditions, intergroup
prejudice can be reduced. Problems in the Muslim countries
and communities can thus be addressed to an extent if they
take the initiative to establish optimal conditions for positive
intergroup contact to take place. This includes bringing about
an environment of positive interactions, amending laws and
rules that promote discrimination against the minorities,
foreigners and members of other groups.
In this respect, one of the main problems that need to be
addressed in many Muslim countries is their approach to
immigrants and the minority population of their countries.
The GCC nations are home to about 15 million immigrants,
of which most are Muslims and from the south Asian
countries [19]. But, although conditions are improving,
unfortunately, some of these courtiers still have no proper
working conditions, healthcare and housing facilities. In
addition to this, the immigrants and foreigners suffer from
inferior status and sometimes inhumane treatment. Their
conditions are further aggravated by lack of labour laws in
some of these countries. There can also be seen
discrimination in wages of the employees according to the
nationality or racial background of the person.
Such conditions only increase the possibility of
discrimination and prejudice among people. Hence, a change
from this is crucial. More efforts should be made by the
government of Muslim countries to establish equal status
between groups, bring them together with common goals and
also provide avenues for intergroup contact and cooperation
among different groups to take place. Any form of
discrimination and unfair treatment should not be tolerated.
A step that can be taken in this direction is to have
educational institutions that bring together people from
different communities. This will provide an opportunity for
students to engage in positive intergroup contact with
students from a diverse background from a very young age.
Similarly, establishing institutions that are open to different
groups of the society; bringing together people from the
different background into the workforce based on their
ability and talent rather than their nationality and providing
optimal conditions for them to work together, are some of the
means by which positive intergroup contact can be ensured.
Taking necessary steps in this manner is crucial to the
development and coexistence of a multicultural community
and developing among people a feeling of unity.
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Yousef Rahath House graduated from University of
Calicut, Kerala, India in 1991 with a double degree in
B.A. History and B.A. Arabic. Simultaneously he also
obtained a bachelor degree in Islamic History &
Civilization from Islahiya College, Kerala, India. He
obtained his Master degree in M.A. Sociology and
M.A. Arabic from the University of Calicut (India).
His PhD was in the field of educational foundations
from IIUM in 2011.
He worked as a junior lecturer for three years before joining as Executive
Editor of a leading Malayalam magazine. He then joined as the college
principal at Irshadiya college. During his studies at IIUM he worked as part
time lecturer and later as a post doctoral research fellow. After obtaining his
Ph.D he was appointed as Assistant professor at the Department of Social
Foundation & Educational Leadership, Kulliyah of Education, International
Islamic University, Malaysia (IIUM) where he currently works.
He has published numerous articles and conference papers. His research has
been in the areas of social foundations, educational theories and
philosophies. Some of his papers are; Contemporary Islamic Educational
Discourse and the Philosophy of Empowerment, Education as an Agent of
Empowering People to Act in and on the World, An Alternative Educational
Approach to Make Muslim Youth Transformative Intellectuals.
Dr. Yousef is the Directorate Board Member of Ideal Publication Trust;
Publisher of Madhyamam (The Media) Daily, a news paper published from
Kerala and from Bahrain, Qatar, Kuwait and Dubai in regional language
(Malayalam). He is also a Member of various Islamic Educational Board in
Kerala, India
Mohd Abbas Abdul Razak obtained his B.A.
(Hons) degree from Universitas Ar-Raniry, Aceh,
Indonesia in Islamic Education. Upon completing
his undergraduate studies, Abbas returned to
Malaysia in January 1992 and was teaching for a
little while in the northern region of the peninsular
of Malaysia before he went on to do his
postgraduate studies at IIUM.
Over at IIUM, Abbas did his Advanced Diploma in Education and
later went on to pursue his Ph.D. in the area of Educational Psychology.
His Ph.D. dissertation was a study on personality theories, particularly
comparing on the views showcased to the world by Iqbal and Freud. This
research work of Abbas was later published as a book entitled ‘Iqbal’s
Theory of Personality: A Contrastive Analysis with Freud’ by LAP
Lambert Academic Publishing of Germany. In 2010, he was teaching
Philosophy of Islamic Education, Ethics & Sociology of Education at the
Kulliyyah of Education, IIUM.
Upon completing his Ph. D. in 2011, Abbas was appointed as an
Assistant Professor at the Department of Fundamental &
Inter-Disciplinary Studies, KIRKHS, IIUM. He teaches all the university
required courses; Islamic Worldview, Knowledge & Civilization in Islam
and Ethics and Fiqh for Daily Life. At times he also teaches psychology
at the Kulliyyah of Education, IIUM.
Besides teaching, Abbas also actively participates in many international
conferences and in research works on psychology and Iqbaliyat. His
research works has enabled Abbas to publish quite a number of articles
related to psychology and Iqbal in the international journals.
As a social contribution, Abbas joined the National Blood Bank (Pusat
Darah Negara) in 1998 as a member and actively donates whole blood,
plasma and platelets. As of June 2016, he has donated 318 times. He
strongly believes that through the philosophy of sharing, caring and
loving, humanity can create a better world
Hiba Ashraf is a Master student at the
International Islamic University Malaysia. She
obtained her B.Sc. (Hons) degree in Psychology
from International Islamic University Malaysia in
2013. Then she taught for a while at Irshadiya
College of Commerce and Social Sciences, Kerala,
India before returning back to pursue her Master
degree in the field of education specializing in
social foundations of education.
She worked as research assistant to two projects funded by IIUM that
conducted researches in the area of critical pedagogy and
Multiculturalism. She Presented paper titled Social and Moral
Implications of Authoritarian Interpretations of Texts at Islamic
Academic Conference held in Kerala, India in January 2012. The paper
was published in the conference proceedings. She also co-Presented
paper titled Challenges Faced by Students in Islamization of Psychology:
An IIUM Perspective at the 3rd conference of the International
Association of Muslim Psychologists held at International Islamic
University, Malaysia, in December 2011.
Author’s formal
photo
Author’s formal
photo
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157