Study of Islamic ethics for Islamic middle schools in Indonesia.

Our study aimed to investigate what Muslim families in England have the opportunity to have religious education for their children and to examine the institutions or structures that provide Islamic education opportunities. Document analysis as a qualitative method was adopted in our study. Academic books and articles related to the subject, statistical records, various re-ports provided by the state and private institutions, school curricula, school inspection reports, and law articles, and some court decisions constitute the main data sources. Maximum (...) diversi-ty sampling from the purposeful sampling types was used in determining the schools that were examined their Islamic curriculum, and it was tried to include as many different curriculum examples as possible. The fact that religious lessons are compulsory in schools in England and that this lesson is taught with a multicultural approach can be seen as an opportunity. On the other hand, there is a flexible education system in England. Muslim faith schools, supplementary schools (madrasa, maktab, and mosque school), and the home-schooling system are places and structures where Islamic education is carried out within the scope of formal and informal education. It is seen that Muslim faith schools are allowed to be opened as 'voluntary aided schools' by defining their distinctive religious characters as Muslim. The number of ‘state-funded Muslim schools’ is very limited, but their existence carries symbolic weight as a recognition of the Muslim com-munity’s right to establish such schools. It is understood that Muslim faith schools were opened mostly in the category of ‘independent schools’. Although there are various discussions about it, it is also important for Muslims to have informal religious education, in addition to formal education; it is allowed to open schools that offer Islamic education under the name of madrasa, maktab or mosque school. Families who send their children to the community schools because of the insufficient number of Muslim faith schools send their children to madāris (singular: madrasa), makātib (singular: maktab), or mosque schools which are called as ‘supplementary schools’. Social and moral values are taught here, including the teaching of the Qur'an, as well as sīrah (the biography of the Prophet), fiqh (jurisprudence), and Islamic history. It was understood that families who want to protect their children from the unhealthy envi-ronment of the school have the right to prefer home education, since the school is not compul-sory. In this sense, home-schooling can be considered as another opportunity for Muslim fami-lies to have their children Islamic Education. In addition to all these opportunities, the lack of a standard in these educational structures, the unqualified teachers, the inadequacy of curriculum development studies, and as a result, lack of qualified teaching materials are important problems. Economic limitations emerge as the first obstacle to increase the number of Muslim faith schools and to improve educational quali-ty. This situation threatens the quality of education by giving rise to poor buildings, insufficient resources, insufficient health and safety standards, and inexperienced management. Another threat to the quality of education is that teachers for independent schools do not have to have Qualified Teacher Status (QTS). While negative perceptions about Muslim schools have been identified as another challenge, it is expressed in various sources that Muslim students are frequently exposed to Islamophobia in various ways in public schools. Linking mosques and Islamic education institutions to radicalization and making them a subject of discussion is another noteworthy issue. Although there is no evidence of the relationship between Muslim schools and terrorist acts in England, Muslim schools are subjected to suspicions of being po-tential breeding grounds for future extremists. It seems necessary to take some actions for madrasahs who do not want to be under the con-trol of the state to reach certain standards and increase the quality of education. For example, Muslim supplementary schools should be united under the same roof of an association like The Association of Muslim Schools. This will help to attain certain standards, to increase the quality of education, and to create opportunities for various cooperation and sharing of experiences. Also, it should not be seen enough that the teachers in the madāris only have religious educa-tion, and their pedagogical competencies should be improved by subjecting them to various educational programs. (shrink)

Antalya, which is today’s attraction center with its historical and natural beauties, was described as “a city like heaven” since ancient times. This city hosted many civilisations and states until the 13th century and became an important seaport after The Seljuks took over the region. The Seljuks applied civilization and urbanization policy also in Antalya, like other regions they ruled. The mosques, madrasahs (Islamıc theology institutions), schools, baths, caravansearis (hostels), hospices, and water cisterns in this period changed the structure (...) of the city and paved the way for improvements of public life. During the Ottomans some of these social institutions were kept active while the others no longer served to the public. However, with the construction of new social institutions, urbanization was resumed. The madrasas were generally built near or adjacent to the mosques, and had a significant role in developing the society and cultural structure. Although the madrasas in Antalya were mainly the institutions that maintain the education system, the research on these madrasas mostly focuses on their architectural features. The majority of these madrasas that are not comprehensively studied. Therefore, the functioning structures and the problems of Antalya Madrasas (Antalya, Korkuteli and Elmalı), which are reflected in the archive documents between the 17th and 20th centuries and also both individuals and institutions that had influence on these madrasas are going to be investigated in this study. Thus, this paper will shed more light on Antalya Madrasas.Summary: Antalya city, which was completely under the Seljuk sovereignty during the reign of Sultan Alaeddin Keykubat I (1219-1236), was named as Alâiyye dedicated to the Sultan's name and became an important port city of the Seljuk State after then. In the process of the fall of the Seljuk State and the beginning of the Emirates (Beylikler) period, the city became a land of Teke-Oğulları, a part of a Hamid-oğulları, and in 1390 the city became an Ottoman city after the struggle of Yıldırım Bayazid with Teke-oğuları. Antalya was home to the madrasahs, one of the formal education institutions during both the Seljuk and the Ottoman Empire. The madrasahs were built next to the mosque or in a detached area built by sometimes administrators or statesmen, sometimes by members of the dynasty or by the citizens who were wealthy. In Antalya, both single floor and second floor madrasahs were built. This study based on the documents from Prime Ministry Ottoman Archive, the travel books of İbn Bibi and Evliya Çelebi, the works on Antalya Madrasahs to be determine the madrasah in the districts of Antalya as Korkuteli and Elmalı. In addition to the Seljuk madrasahs such as Imaret Madrasah, Atabey Armagan Madrasah and Karatay Madrasah, there are also some madrasahs belonging to the Ottoman period, in Antalya. As a matter of fact, the madrasahs increased in number in the period of the Ottoman. Antalya madrasahs which are reflected in archival documents for any reason are as follows: “Süleyman Madrasah” located in Hatip Süleyman Street, “Madrasah built by Haci Mahmed” located in Elmali Street, “Hacı Abbaszâde Hacı Süleyman Madrasah” in Süleyman Street, “İsmail Efendi Madrasah” in Tahtapazarı Kızılsaray Street, Kasab Hacı Ahmed Madrasah, Hacı Cafer Ağa Madrasah, Murad Ağa Madrasah, Esir Hacı Ali Madrasah, Hacı Hasan Madrasah,“Madrasah built by Hasan Efendi” in Keçiyalar Street, in the Kadılar Street of Gediz County “Madrasah built by Yusuf Efendi”, “Madrasah built by Hızır Efendi” in Cami-i atik Street, Murat Pasha Madrasah, “Sefer Ağa Madrasah” located outside the city wall, “Büyülü Minaret Madrasah, Hatuniye Madrasah, Sheik Sinan Camii Madrasah located outside the city Wall, In addition to these madrasahs mentioned in some studies in Antalya, it is also stated that there are madrasahs such as Müsellim Madrasah, Kesik Minaret Madrasah, Karakas Madrasah, Varsakli Mehmet Efendi Madrasah, Meydan Madrasah, Surmeli Madrasah, Canmülk Madrasah, Ahi Kız Madrasah, Hacı Naim Efendi Madrasah, Susam Madrasah, Çömlekçi Madrasah, Değirmenönü Madrasah, Ak Mescid Madrasah, Âşık Doğan Madrasah and Çukur Madrasah.According to archive documents, in the sub-district of Antalya, which is used as a plateau or plateau area, some madrasahs were recorded as follows: Pınarbaşı Madrasah, Hızır Efendi Madrasah, Mustafa Efendi Madrasah, Emir Sinaneddin Madrasah, Hacı Menlü (Mevlüt) oğlu Ömer Medrese, Abu Bakr Agha Madrasah, Koca Hafız Medrese, Hacı Mollaoğlu El-Hac Ömer Madrasah, Sheikh İsmail Efendi Madrasah. However, Süleyman Fikri Erten, who works on Antalya, stated that the number of madrasahs is eight as: Haci Ahmet Madrasah of Kalkanlı, Sultan Hatun Madrasah, Koparanzade Hacı Hüseyin Madrasah, Karabayırlı Hacı Hüseyin Madrasah, Kaşlı Ali Efendi Madrasah, Hacı Hüseyin Madrasah, Şalaka Ahmet Madrasah and Oyunyeri Madrasah.The madrasahs built in Elmalı, another distict of Antalya, were as follows: Ketenci Ömer Paşa Madrasah, Esbak Mir-i Ahur Hacı Mehmet Bey Madrasah, Haydar Baba Madrasah, Arifî Ahmed Paşa Madrasah, Hüseyin Efendi Madrasah, Debbağ Baba Madrasah, Şeyh Ümmi Sinan Madrasah, Babazade Hacı Abdurrahman Madrasah, Hacı Şeyh Efendi Madrasah, Mustafa Efendi Madrasah, Hasan Efendi Madrasah, Salih Efendi Madrasah, Halil Efendi Madrasah, Çankırlı Madrasah, Osman Efendi Madrasah and “Mehmet Efendi Madrasah in Örtekiz village”. In addition, two madrasahs, except from these, were also found in the archive documents.A madrasah was built almost at every Street of Antalya and the madrasahs were usually named by the name of their builders. Madrasah students were provided with a certain amount of scholarship to continue their education according to the level of the education in the madrasahs and the level of the courses taught, salaries of the scholars, the status of the builder of the madrasah. The scholars who worked in the madrasahs worked with a document called berat-i sharif and in the case of the disappearance of this document a new berat-i sharif would be prepared by the Shaykh al-Islami. Scholars working without this document were also determined. In the scholar appointments foundation, board of trustees, müfti, and the city regents were very influential. There were also some appointments resulted from death, promotion besides leaving job with their own will. There were some problems with the appointments in Antalya and the foundation revenues to which the madrasah was attached were delivered to certain individuals until these problems were resolved.In madrasahs of Antalya, science was given a great importance and all kinds of monetary issues were tired to be eliminated with donations given to both scholars and students. However, it is observed that madrasahs were involved in some events in Antalya. As a matter of fact, among those who participated in the Şah Kulu Rebellion that took place in 1510-1511, there were also madrasah students and education training had therefore been disrupted for a long time. it is known that the state sent orders to the judges (qadi) in the region consecutively in order to prevent the rebellion. Also during this period some madrasahs were used as the activity center of armed students or people who disguised them.One of the issues that negates the education and training in the madrasahs in Antalya is that in 1890 the immigrants started to be hosted in Antalya and the guests visiting were accommodated in madrasahs as there were no other available places. This situation had been continued for a long time and even telegrams have been sent about the students living on the sidewalks.Another important issue that disrupts education was epidemic diseases. It was reported that too many people died in the district of Istanoz because of smallpox, there was no doctor and the health personnel should go to the region urgently. Despite all the problems experienced in madrasahs, they continued their activities in Antalya and while continuing their activities under the control of foundations in 1826, with the establishment of the Ministry of Foundations, they were connected to this institution. (shrink)

يضم هذا الكتاب الأعمال الكاملة لندوة" نحو فلسفة إسلامية معاصرة"، والتي انعقدت لاستجلاء كيفية توظيف الفلسفة الإسلامية فكراً ونظريات ومبادئ ومقاصد في عملية إعادة تشكيل العقل المسلم، ومعالجة الأزمة الفكرية الراهنة لدى المسلمين، وإعادة بناء النسيج الثقافي الإسلامي- لعل هذه الأمة تستعد عافيتها وتسترد قدرتها- فإن هذه الأمة قد تخلفها وفي ابتلائها بالأزمة الفكرية لم يكن وحدها الخاسرة- لكن العالم قد خسر بانحطاطها الكثير.. فأمام علماء المسلمين كمية هائلة من تساؤلات العقل المسلم المعاصر، ومشكلات عويصة بعضها ذات جذور تاريخية ضاربة (...) في القدم تحتاج إلى دراسة وتحليل ولا بد من إعادة تقسيمها وطرحها.. وهذه البحوث والدراسات وإن صدرت متأخرة عن موعد انعقاد الندوة كل هذه الفترة، فإننا نأمل أن تكون قد أسهمت في إيجاد حل لجزء من هذه التساؤلات والمشكلات.. (shrink)

Feminist contributions to the science curricula in higher education constitute invaluable but often overlooked resources for truly effective communication about science. Here I share a sampling of feminist science studies and discuss the origins of this effort to create inclusive and less biased science curricula that serve all students and citizens. Challenges from scientists center on assumptions and values about the appropriate relationship between science and politics, while challenges from educators extend to assumptions about how science has been (...) taught. Currently, national and local curriculum transformation efforts are producing useful insights and materials. (shrink)

This study was conducted to address the concept of higher education curricula and its practice from an ecological perspective. First, the significance of ecology is investigated based on two streams of thought; the ecological concept of the university proposed by Ronald Barnett; and the text, The Three Ecologies authored by the Italian philosopher Félix Guattari. Second, the notion of ecology is explored, and thoughts on the ecological curriculum and its feasibility are elaborated. Third, outcome-based education is currently the predominant (...) curriculum practice applied in higher education. From an ecological perspective, this learning approach is insufficient. Finally, the practices used for achieving an ecological connection of curricula in higher education are discussed with particular regard to curriculum organisation, the learning process and students’ role as global citizens. (shrink)

Biografía académica y profesional de los autores.

Arabic was among the sciences that were widely taught along with religious sciences for reasons such as the fact that the basic sources of religion were in Arabic, the need to teach the language to non-Arabs in parallel with the expansion of borders, the spread of errors (lahn) in the language, Arabic being the dominant language in official correspondence and its use as a language of science. To ensure a better understanding of religious texts, to present the lessons clearly and (...) comprehensibly, to be a qualified preacher and orator, to bring evidence and justify ideas, and to be successful in debate and jadal also required a good command of Arabic. These reasons and needs paved the way for the formation and teaching of nahw as a branch of science; its teaching took place in places such as bādiye (desert), kuttāb, houses, masjids, mosques, bookstores, libraries, government offices, and madrasas. This study deals with the teaching of Arabic from the perspective of madrasas and focuses on the teaching of literary sciences in general, and the teaching of grammar in particular, by focusing on the Nizāmiyyah and Mustansiriyyah Madrasas. The aim of this study is to reveal that the Arabic language was taught in these madrasas both as preparation and support for religious sciences and as a separate field. In this context, the study aims to reveal in which centers the Arabic language was taught before the establishment of madrasas and how it continued. Nizāmiyyah Madrasas are the general name of the madrasas founded in Baghdad, the first of which was in Nîsâbûr, in 449-450/1057-1058 by the Great Seljuk vizier Nizāmulmulk (d. 485/1092). And the Mustansiriyya Madrasah was built between 625/1227-28 and 631/1233-34 by Abu Ca‘far Mansûr Mustansır-Billah (623-640/1212-1242), one of the caliphs of the Abbasid State (750-1258). In these madrasas, especially in the Nizāmiyyah Madrasas, religious sciences (such as Shāfi’ī jurisprudence, hadīth, Qur’ān and tafsīr), and among these, especially the sciences of fiqh (furu', usūl, ferā'īz, madhhab, and hilāf) were taught. Although in these madrasas did not have an independent nahw chair or a department devoted to nahw, it is understood from the sources that courses on nahw were given due to the need for it. However, it is understood from the sources that nahw was also taught in these madrasas. In fact, the endowment of the Baghdad Nizāmiyyah Madrasah clearly states that a teacher of grammar (nahw) will be hired for the teaching of grammar, and moreover, there are considerable scholars of grammar among the mudarris working here. It is also understood from the biographies of the students who studied in madrasas that the science of nahw was taught. However, it should be noted that these madrasas did not have an independent nahw chair or a department for nahw. Since the research focuses on a historical issue, it was handled with the technique of analyzing written documents. Accordingly, the data were obtained primarily from the main sources related to the period/madrasas; current research was also utilized, especially in the interpretation, comparison, inference, and justification of claims. (shrink)

Madrasas and academy can be defined as educational institutions known as schools that were established for different purposes in different periods. Madrasas are non-formal educational institutions where Islamic religious knowledge is taught. Madrasas, which hold an important place in Islamic civilization, are generally built in connection with mosques or prayer rooms. Education in madrasas is provided in areas related to the Islamic religion, such as fiqh (Islamic jurisprudence), hadith (sayings and actions of the Prophet Muhammad), tafsir (interpretation of the Quran), (...) and kalam (Islamic theology). The duration of education in madrasas varies between 5-10 years on average and is generally aimed at male students. Since the sciences that madrasas want to teach are Islamic sciences, the language used in education is Arabic.On the other hand, theology academies are institutions recognized by the state in an official manner and cover various subjects. These include the interpretation of religious texts, philosophical and theological analysis of religions, the history of religions and their effects on society, the study of religious rituals and practices, and the social and political impact of religious thoughts. In addition, today's theological academic studies have a broader perspective. They describe the relationship between religion and society, religious freedoms, gender and religion, and contemporary interpretations. In fact, theological academic studies embrace an interdisciplinary approach to understand both the content of religion and the social and cultural effects of religion.These studies are concluded in the form of academic publications, articles, and books. In addition, theology academics participate in conferences, seminars, and discussions to specialize in their fields and share their research. Nowadays, theological academic studies aim to contribute to the development of religious knowledge and understanding, as well as to understand the effects of religion on society as a multidisciplinary discipline. It enables people to understand the diversity of religions and religious thoughts and to examine them in a deeper way.Currently, madrasas and academies continue to exist in different forms. Madrasas mostly operate as religious education institutions in Islamic countries, while academies bear the name of contemporary universities known as higher education institutions. Universities representing the academy offer undergraduate, postgraduate, and doctoral education in various fields of science. Academies are also used as institutions where scientific research is carried out and scientific meetings are organized. (shrink)

Purpose As data-driven tools increasingly shape our life and tech ethics crises become strikingly frequent, data ethics coursework is urgently needed. The purpose of this study is to map the field of data ethics curricula, tracking relations between courses, instructors, texts and writers, and present a proof-of-concept interactive website for exploring these relations. This method is designed to be used in curricular research and development and provides multiple vantage points on this multidisciplinary field. Design/methodology/approach The authors use data science (...) methods to foster insights about the field of data ethics education and literature. The authors present a semantic, linked open data graph in the Resource Description Framework, along with proof-of-concept analyses and an exploratory website. Its framework is open-source and language-agnostic, providing the seed for future contributions of code, syllabi and resources from the global data ethics community. Findings This method provides a convenient means of exploring an overview of the field of data ethics’ social and textual relations. For educators designing or refining a course, the authors provide a method for curricular introspection and discovery of transdisciplinary curricula. Research limitations/implications The syllabi the authors have collected are self-selected and represent only a subset of the field. Furthermore, this method exclusively represents a course’s assigned literature rather than a holistic view of what courses teach. The authors present a prototype rather than a finished product. Originality/value This curricular survey provides a new way of modeling a field of study, using existing ontologies to organize graph data into a comprehensible overview. This framework may be repurposed to map the institutional knowledge structures of other disciplines, as well. (shrink)

This paper analyses ethical training in neuroscience curricula at universities in Australia, Canada, Germany, the United States and the United Kingdom. The main findings are that 52 % of all courses have ethical training available, while in 82 % of those cases, the training is mandatory. In terms of specific contents of the teaching, ethical issues about ‘animal subjects and human participation in research’, ‘scientific misconduct’, and ‘treatment of data’ were the most prominent. A special emphasis during the research (...) was placed on the prevalence of dual-use bioethics. In total, only 3 % of all courses mention it in any of their modules. One of the major findings of the survey was the trend towards ‘mainstreaming’ ethics education particularly in the UK, which is to disperse ethics among the various modules within the education instead of relying on a single ethics module. The paper discusses the utility of this approach for science education as well as describes the overall difficulties that course coordinators face when trying to teach ethics based on the responses to the qualitative part to the survey. (shrink)

In “Meeting the Moment: Bioethics in the Time of Black Lives Matter,” Camisha Russell calls for transforming “bioethics-as-usual” with help from “outsiders”. Prior scholars agree...

Against a background of the predominance of Western philosophy in Africa, and the marginalisation of African philosophy (real or perceived), it is, or at least it should be, evident that the quest to Africanise the philosophy curricula in universities in Africa is a welcome initiative. Even so, this paper argues that there are some serious challenges that will need to be addressed if this initiative is to be accomplished successfully. The challenges at issue include the tension between Western philosophy (...) and African philosophy, and relatedly, some key controversies within African philosophy. Looking at philosophy as arising from and pointing to the nature of human beings as rational creatures, this paper argues for a review of the predominant conception of philosophy in order to establish an understanding of philosophy that will make the Africanisation initiative much more viable. In so doing, it will be possible to address the tension between Western philosophy and African philosophy, not to mention some controversies within African philosophy as well. In order to avoid some of the problems that may be associated with Afrocentric positions in dealing with Africanisation, I suggest that the focus should be on making philosophy relevant to Africa and not to make Africa relevant to philosophy. I have also taken note of the challenge of how to balance the practical and pure intellectual aspects of philosophy. In considering the prospects, the paper will also outline some of the key benefits that can arise from Africanising the philosophy curricula in universities in Africa. (shrink)

In the history of Islamic thought, it is prominent to examine the sects according to certain facts. In this research, it is aimed to read the development of the sect through aqāid works by taking the aqāid texts into the center. By centering Ash'ariyyah, we determine the aqāid literature of this sect in general terms and center two Ash‛ari aqāid works. These two aqāid texts that we have examined are the works identified with the Seljuk and Ottoman madrasahs. Al-Juwaynī’s (...) al-Aqīda an-Nizamiyyāh and al-Ījī’s al-Aqāid al-adudiyya hare extremely valuable identity texts in terms of Ash‛arī aqāid tradition. As a product of the Seljuk world of thought, al-Juwaynī’s work deals with aqāid issues with much broader titles and explanations. Al-Juwaynī lists his criticisms by targeting Mu‛tazila on most issues. Al-Ījī’s al-Aqāid al-adudiyya is one of the basic books of Ottoman madrasahs. In al-Ījī’s work, on the other hand, plain narration and a concise aqāid presentation attract attention. When we look at the work, it draws attention that the audience has changed and the opposition to the Mu‛tazilite is not too dominant. In addition, while a political interpretation over the imamate/caliphate issue is included in the creed in al-Ījī’s text, virtuousness, which is the perception of the Sunni companions, is also emphasized. The aqāid works of al-Juwaynī and al-Ījī bear the traces of the historical development of Ash‛arism, depending on their addressees, the period in which they were written, and many other reasons. (shrink)

The curricula of the undergraduate study programs on Zakat and Waqf management in Indonesia are still in their early stages of development. In this research, we aim to evaluate these curricula using a competency-based approach towards several study programs. Specifically, we compare the needs of Zakat and Waqf management with the curricula of undergraduate study programs in Indonesian universities. To fulfil our objective, we conduct several interviews with the program heads and practitioners. We also propose a particular (...) curriculum for the study programs on Zakat and Waqf management. For this purpose, we apply a comparative research method and engage in qualitative research. Our results show that some competencies are not accommodated in the current curricula to meet the expectations of the Zakat and Waqf management. Therefore, we argue that it is important to change these curricula content to achieve the expected competencies. (shrink)

Rationale and objectives: Medical humanities are becoming increasingly recognized as positively impacting medical education and medical practice. However, the extent of medical humanities teaching in medical schools is largely unknown. We reviewed medical school curricula in Canada, the UK and the US. We also explored the relationship between medical school ranking and the inclusion of medical humanities in the curricula. -/- Methods: We searched the curriculum websites of all accredited medical schools in Canada, the UK and the US (...) to check which medical humanities topics were taught, and whether they were mandatory or optional. We then noted rankings both by Times Higher Education and U.S. News and World Report and calculated the average rank. We formally explored whether there was an association between average medical school ranking and medical humanities offerings using Spearman's correlation and inverse variance weighting meta-analysis. -/- Results: We identified 18 accredited medical school programmes in Canada, 41 in the UK, and 154 in the US. Of these, nine (56%) in Canada, 34 (73%) in the UK and 124 (80%) in the US offered at least one medical humanity that was not ethics. The most common medical humanities were medical humanities (unspecified), history, and literature (Canada); sociology and social medicine, medical humanities (unspecified), and art (UK); and medical humanities (unspecified), literature and history (US). Higher ranked medical schools appeared less likely to offer medical humanities. -/- Conclusions: The extent and content of medical humanities offerings at accredited medical schools in Canada, the UK and the US varies, and there appears to be an inverse relationship between medical school quality and medical humanities offerings. Our analysis was limited by the data provided on the Universities' websites. Given the potential for medical humanities to improve medical education and medical practice, opportunities to reduce this variation should be exploited. (shrink)

Nurses play a crucial role in reducing health disparities and advancing health equity for individuals and communities. The future nursing workforce relies on their nursing education to prepare them to promote health equity. Nursing educators prepare students through a variety of andragogical learning strategies in the classroom and in clinical experiences and by intentionally updating and revising curricular content to address knowledge and competency gaps. This critical review aimed to determine the extent to which health equity concepts are explicitly present (...) in prelicensure undergraduate nursing curricula globally. Of 434 articles screened, 22 articles describing 20 studies met inclusion criteria. Frequency and quantity of health equity content, concepts and topics, teaching strategies, evaluation strategies, and the overall extent of integration varied widely. Notably, only two articles described overall well‐integrated explicit health equity content, and there was little attention to whether students transfer this learning into practice. A focus on individualism rather than population and community was noted, highlighting the presence of whiteness in nursing. Results from this review confirm that nursing education has room to improve with respect to health equity in the curricula. (shrink)

The main target of this study is to make a comparative analysis between the presence or absence of historical thinking competencies in the official curricula of Gymnasieskola (Sweden) and Bachillerato (Spain). To reach this goal, a mixed instrument was designed, both qualitative and quantitative, to analyze the offical documents. The results show a great presence of “historical consciousness” in the case of Sweden and the use of historical sources and evidences in the case of Spain.

As colleges and universities seek to invigorate ethics education, they need methods to identify where and describe how ethics is already present across their curricula. Meeting this need is complicated by the fact that much ethics education occurs in courses not explicitly focused on ethics or morality. In this paper, we review recent methodological advances before presenting a new Ethics Course Identification Tool (ECIT) that combines application of an expert-derived weighted dictionary and natural language processing methods to identify ethics-related (...) courses based on their titles and course catalog descriptions, even when the terms “ethic” or “moral” are not present. Two studies, the second a pre-registered replication, revealed considerable interrater reliability among experts in ethics education regarding the ethical relevance of courses. Critically, both studies revealed strong correlations between expert judgments and ECIT scores. This empirical evidence points to a shared understanding of ethics education among experts, and it supports the valid use of the ECIT to rapidly and reliably identify ethics-related courses. Based on these findings, we propose that the ECIT can be used both to advance research on trends in ethics education and to help target interventions to improve ethics education at colleges and universities. (shrink)

ABSTRACT I have two main theses. The first is that the inference from accepting an educational aim, especially an ideal aim such as self-realization or critical thinking, to a conclusion as to the content or structure of a curriculum is fallacious. The first thesis should not be controversial. But even if so, the aims-curricula fallacy is readily committed, and that calls for explanation. My second thesis is that the aims–curricula fallacy is often committed because the possibilities for realizing (...) educational aims through indirect methods or learning is ignored. (shrink)

Currently, Nursing Education draws on a commonly taken‐for‐granted folk psychology of a representational view of how the mind works and how human beings learn. Descartes' representational view of the mind strongly influences pedagogies, theories of learning, curricula, and approaches to testing nursing knowledge and more broadly in academia. A representational view of the mind holds that perception occurs in the mind only through representations in the mind through ideas, concepts, templates and schema. Situated, embodied, and socially embedded cognition is (...) presented as a counter view to a representational view of the mind. (shrink)