Religious Studies: An International Journal

Religion as Anthropomorphism: A New Theory that Invites Definitional and Epistemic Scrutiny

Edward A. Yonan — 2024-08-25

This essay will focus briefly on (1) a definitional and (2) an epistemic analysis of Stewart Guthrie's cultural-anthropological theory of anthropomorphism in his bookFaces in the Clouds. In Part I of the essay, I will examine specific definitional claims about religion that Guthrie advances in chapter 1 (‘The Need for a Theory’) and chapter 3 (‘The Origin of Anthropomorphism’). In Part II, crucial statements in chapter 6 (‘Anthropomorphism in Philosophy and Science’) and chapter 7 (‘Religion as Anthropomorphism’) raise questions about Guthrie's epistemic assumptions that in philosophy and science the objects referred to as anthropomorphic have critically been known to be errors and have been wisely set aside in the margins of those enterprises, whereas the objects referred to as anthropomorphic in religion have always been at the centre of religion. Guthrie employs five theoretical criteria (of observability, simplicity, generality, fallibility, and probability) to explain why religion always anthropomorphizes. The essay concludes with a formal question about the epistemic status of Guthrie's observability and universality criteria.

Indonesian Islamic Education Issues: Learning Model Development

Fadlil Yani Ainusyamsi — 2024-08-25

This article aims to provide a comprehensive analysis of learning models and their evolution in addressing challenges within the context of Islamic education. This study employs a literature review methodology, wherein researchers engage in a sequence of activities, first with the collection of pertinent literature pertaining to learning models, followed by the reading of said material, compilation, analysis, and presentation of the findings within this article. The present study effectively revealed several optimal learning models that can be selected by practitioners in the field of Islamic education. While Islamic educational institutions employ several teaching methodologies, the integration of these models can effectively foster a dynamic and engaged learning environment within the classroom. Individual students has distinct qualities, and the efficacy of the instructional approach is contingent upon the unique attributes of each learner. The implementation of diverse learning models by educators within Islamic educational settings is a strategic approach that has the potential to enhance the effectiveness of students' learning modalities within the classroom setting. This approach facilitates the implementation of diverse strategies that possess the capacity to efficiently address the distinct requirements and inclinations of individual students.

Problems and Challenges of Akhlâq Education in the Post-Truth Era

Yupina Indriyani — 2024-08-25

Along with the progress of the times in the post-truth era, all sophisticated mass media, and technological advances make the world more global, transparent and without any boundaries. The ease of obtaining information raises various kinds of positive and negative impacts. One of the negative impacts that occurs is the rampant criminality and the ease with which people are provoked by provocation both in the real world and in cyberspace, as well as the large number of teenagers who are involved in cases of brawls, drugs and free sex which shows the failure of moral and character education. Thus, the urgency of moral education is a necessity, especially in this post-truth era, where moral problems are increasingly widespread. From these problems, the authors are interested in studying the challenges of moral education in the post-truth era. In describing this study, the author uses the literature review method. The results of this study indicate that there are various challenges that must be faced when implementing moral education in this post-truth era, that are hoax, bullshit, lying culture, fragmentation and polarization of society, and an intolerant society. By understanding the challenges in implementing moral education, it will make it easier for people to make a civilized and noble generation.

Religion as an Identifiable Traditional Behavior Subject to Natural Selection

Lyie B. Steadman — 2024-08-25

This article puts forth a definition of religion that refers only to identifiable elements. Previous definitions typically refer to beliefs in supernatural—i.e., unidentifiable—phenomena. These definitions neglect the fact that beliefs in general may be just as difficult to identify with the senses as the content of religious beliefs, i.e., alleged supernatural beings and powers. This article thus argues that the only thing identifiable that is distinctly religious is a certain type of behavior; more specifically, a certain type of talk. Further, although a statement about the existence of something supernatural is necessary for talk to be considered religious, such a claim by itself is not identifiably religious. Religious behavior can rather be defined as the communicated acceptance of a supernatural claim, a claim whose accuracy cannot be demonstrated by the senses. The accuracy of this definition can be tested by examining whether it is consistent with the way the words “religion” and “religious” are actually used. If this definition is found to be consistent with the use of these words, the study of religion becomes subject to the scientific principles used to study other forms of behavior. These principles include the theory of evolution by natural selection.

Human Nature and Education: An Islamic Education Perspective

Taufiq Ihsani — 2024-08-25

Since humans have been determined to demand progress in their lives since then education has been needed to create ideas to develop the potential that exists within them. Historically, education has always accompanied each generation to guide humans to adapt to the times. Various kinds of educational curricula have been created based on educational theories that have been developed, starting from traditional educational theories, western education, and even Islamic education. Every time policymakers change, the education curriculum also changes. The basic question that needs to be asked is what kind of curriculum suits the characteristics of the Indonesian nation? This article will explain the comparison of traditional education, western education, and Islamic education. This was done in an effort to avoid one-sided claims that the correct education is Islamic education. So as a result of this comparison, we can find out what kind of education model is in accordance with human nature.