![[Recenzja]: Aneta Kramiszewska, Aleje Racławickie 14, Historia gmachu Katolickiego Uniwersytetu Lubelskiego, Wydawnictwo KUL, Lublin 2019, ss. 155](/api/image/getissuecoverimage?id=picture_2019_53193.jpg)
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![[Recenzja]: Ewa Martinek, Szulec. Wieś cudu Świętego Józefa, Opatówek: Fundacja „Inicjatywa dla Opatówka” 2018, ss.128, il. 21.](/api/image/getissuecoverimage?id=picture_2020_55533.jpg)
The Qur’an course is one of the major non-formal education institutions in our country. The primary goals of this institution is to teach the Qur’an and basic religious knowledge to its participants. This institution has expanded its working area in time in accordance with its mission. As a pilot application, Qur’an courses started to accept students in order to provide religious education to preschool children as of the 2013-2014 academic year. The current Qur’an course teachers undertook the education of children in this period. The courses that accept students in this way are known as Quran courses for ages 4-6. Based on the needs of the children, it is known that different activities take place in the context of values education in the Qur’an courses of ages 4-6. Recently, it has been observed that privacy training is also included in the courses for reasons such as frequent child abuse. However, the privacy education applied in the Quran courses is not directly expressed in the curriculum of the Qur’an course of 4-6 years of age. It can be said that privacy education is a religious, moral and culturally healthy sexual identity development education. Nevertheless, privacy education takes care and protection of the child’s own privacy; it is a comprehensive education that includes respecting someone else’s private spaces. The aim of this education is to raise children as a healthy individual from an early age. These practices and informations, which aim to make children gain positive qualities and to be sensitive to some negativities, should be considered important.It is worth exploring what the contribution of privacy education is to the child’s upbringing as a healthy individual. Examining the opinions of the instructors about privacy education is considered important for the curriculum development studies. Therefore, the science of religious education should investigate the competencies of the Qur’an course instructors in privacy education. This discipline should investigate teachers’ thoughts about privacy; accordingly, they need to analyze and evaluate what kind of privacy education they have developed. In addition, the opinions of the Qur’an course instructors aged 4-6 about the importance of privacy education should be revealed and analyzed. Scientific investigation of these dimensions is thought to make important contributions to curriculum developers and parents, especially those carrying out educational activities in the Qur’an courses. In this study, it was aimed to investigate the knowledge and attitudes of the Qur’an course instructors of 4-6 years of age as an example of a situation in the preschool period about privacy education. Understanding the thoughts of the teachers who carry out studies in an important area and guide learning about privacy education makes the study important. To the other teachers and employees who work in the preschool, especially the instructors of the Qur’an courses of 4-6 years of age of working with this experiment; it is thought that it will provide important contributions to parents, academicians working on privacy education, curriculum developers. Qualitative research model was preferred in this study. The case study design, one of the qualitative research designs, was chosen for the study. Case study is defined as “an empirical research method that works within a real life framework of a current phenomenon and examines the situations in many ways, systematically and in depth”. The sample in the study was determined by the typical case sampling method, which is one of the purposeful sampling methods. Typical case sampling means “selecting individuals who are likely to behave like others”. Interview was deemed appropriate as a data collection tool in this study. Interview is one of the most common data collection methods used in research in social sciences. Consequently, inter-viewing is a very effective method of obtaining information about individuals’ experiences, attitudes, opinions, complaints, feelings and beliefs. In the 2019-2020 academic year, 10 Qur’an Course instructors were interviewed in the center of Tokat province. Data obtained through study tools were analyzed with content analysis method. Content analysis is defined as “a systematic, repeatable technique in which some words of a text are summarized with smaller content categories with coding based on certain rules”. Some of the results obtained from the study are as follows; According to the Qur’an course instructors of 4-6 years of age, the concept of privacy has a wide content that can be associated with almost all of the personality, morality, adaptation, religion, society, education, family, school and behaviors in these institutions. There is no common understanding among the Quran course instructors regarding the definition of privacy education. Qur’an course instructors of 4-6 years of age think that there is a relationship between sexual education and privacy education, but privacy education is more comprehensive and more appropriate to meet needs. Instructors thought that privacy education should be directly related to morality and adaptability. In some opinions, it was suggested that training in morality or adaptability might be sufficient for the child’s sense of privacy. The tutorials mostly associated privacy education in some way with moral education. This shows that privacy education is understood as a comprehensive moral education. According to the teachers, privacy education is an education that children should definitely take. It was seen that the teachers were in full agreement on this subject. According to the instructors, this education can make a significant contribution to the child, such as knowing and respecting himself and others. Depending on this study, the following suggestions are included; New, different field studies with the theme of privacy education can be carried out for instructors and teachers working in all other institutions, especially preschool education institutions. This study demonstrated the need for privacy education in preservice training programs. Therefore, it can be suggested that teachers and instructors working in all levels and institutions of early childhood education should be provided with a planned and scheduled privacy training and included in this education.
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Vor genau 75 Jahren haben Vertreter der Deutschen Evangelischen Kirche auf ihrer Bekenntnissynode in Barmen (Wuppertal) die berühmt gewordene Theologische Erklärung kund gegeben. In der Abfassung des Textes hatte Karl Barth den Löwenanteil. Die Erklärung besteht aus 6 kurzen Thesen, jede These hat einen „Predigttext“. Auch die positiven Sätze sind kräftig, kategorisch, aber sie werden durch die Verwerfungen, durch die angefügten negativen Sätze erheblich gekräftigt. Die Erklärung zeugt davon, daß die deutschen Protestanten – ein Jahr nach der Machtergreifung Hitlers! – erkannt haben: eine totale Diktatur verletzt nicht nur hie und da die Juris diktion der Kirche, sondern greift den christlichen Glauben selbst, in seinen Wurzeln an. Die biblische Wahrheit leuchtet, angesichts der Irrwegen und Lügen des totalen Staates noch klarer auf.
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Die persönlichen und kollektiven tragischen Erfahrungen des zwanzigsten Jahrhunderts haben den französischen Philosophen Emmanuel Lévinas dazu geleitet, das bekannte biblische Gebot wieder ins Licht zu bringen. Der Imperativ, du sollst nicht töten hat in der Philosophie von Lévinas eine paradigmatische Funktion. Auf einer Seite unterstreicht Lévinas die göttliche Originalität des Verbotes, auf der anderen Seite betont er, dass diese Aufforderung fürs jeweilige Ich gültig ist, denn auf dem Gesicht des anderen steht immer zu lesen: Du sollst nicht töten!
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Die Theologie der Weisheitspsalmen. Die Weisheitspsalmen bilden ein wichtiger Teil in der Gebetsliteratur Israels. Diese Psalmen haben eine eigentümliche theologische Orientation in Zusammenhang der Weisheitsliteratur Israels. Dieses Studium repräsentiert ein Gesamtbild über das wichtige Problematik der Weisheit im Gebet Israels. Das wichtigste Thema ist die Theodizee, welches hat eine eigentümliche Betonung durch die eschatologische Auffassung (Psalm 37., 49., 73.). Der Beter klagt, aber er lebt immer in dieser Gewissheit, dass Gott ist seine Lebensquelle. Darum bekennt er durch seinen Glaube: „Wenn mir gleich Leib und Seele verschmachtet, so bist du doch, Gott, allezeit meines Herzens Trost und mein Teil.“ (Psalm 73,26)
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The origin of sin is a universally commonly discussed problem of theology. It can be clarified only from the original texts of the Bible. There we find a clear answer by its diverse teachers: Sin originates from bodily desires. In our terminology, bodily desires are the biological instincts. In the animal world instincts are specifically restricted. They are only active in necessary times and conditions; they assurae the harmony of nature. Man’s instincts are free; they are always active and biologically unrestricted. The millionaire works for more money, women are able and ready to copulate even while being pregnant, the lust for power is limitless, and even world domination can not fulfil it. Remaining uncontrolled, instincts can destroy all human societies. They must be controlled morally. Man is personally responsible to keep them under God-given moral control. That is the dignity and tragedy of being human. Instincts are biological forces, morally neutral, but by nature self-centered. Godgiven morals are always altruistic. Under the guidance of strong morals, instinct is the force that brings good economy into reality, secures family life, a well trained society. When instinct escapes from under the control of morals, it is a guideless, selfcentered, always active force, which is able to destroy every social human activity, even personal life. Human morals are always questionable. My rules are as valuable as anyone else’s. Only God-given morals can be unquestionable. That is the meaning of the tree of the knowledge of good and evil: Man is free to do as he wishes, but moral laws are not under man’s will. To do what moral say is the personal and social responsibility of man. So there is a permanent battle between the moral convictions and the urgings of the instincts striving to get from under it. Consequently sin is the act of self-centered instincts getting out from under the guidance of the God-given moral rules.
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The author’s aim is to provide an analysis of the current state of theology, what led to it, and what influenced it. He aims to discuss in detail the different perspectives and to provide one that is to be embraced. By making constant reference to the Fathers he wants to signal that they still have things to teach us and we should not ignore them when it comes to treat subjects so subtle as that of interpreting the Scripture or tradition.
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Közismert, hogy a 20. századi európai kultúrában és társadalomban a család mélyreható változásokon ment keresztül, és ez a folyamat a 21. században is tovább tart. Az évszázadokon át megfelelően működő család szerkezetei, funkciói, szerepei, típusai lassan-lassan átalakultak. Ezt a folyamatot gazdasági, politikai, ideológiai változások, motiválták, de a családi életre kedvezőtlenül hatottak olyan eszmék, irányzatok és felfogások, mint például az individualizmus, a modernizmus, a globalizáció, a posztmodern, a pluralizmus és mások. Nem is csoda, hogy ebben a hatásrendszerben „társadalmi kihívások generálódtak”, és „a dolgok felbomlottak, feltöredeztek.”
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The role of group work in teacher education. This essay deals with the role and importance of psychological group work with special regard to teachers’ professional development. In the last few decades a new view of the way teachers should be educated emerged, in which more attention was directed towards the person of the teacher. The real self image and self-knowledge is important for religion teachers when we take into account that they are especially expected to be empathic, authentic and able to accept the others. After we had investigated that the actual curriculum of the Faculty for Teachers of Religion provides hardly any programmes which aim to develop students’ selfknowledge, we tried to work out a programme which would help the healthy development of students’ personal and professional self. Moreover the essay points out: the role of self knowledge in the profession of teaching; the importance of communication and how to develop communication skills; some conflict handling methods student teachers should know before they start their teaching practice.
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