Preferences for Religious Education and Inter-Group Attitudes among Indonesian Students
In: Journal of Empirical TheologyC.Sterkens@ftr.ru.nl
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This article analyses Indonesian students’ preferences for different types of religious education, with the help of their personal characteristics and inter-group attitudes. We investigate a comparative understanding of Muslim, Christian and Hindu students of different types of religious education. The comparative measurement of different models of religious education shows that the mono-religious model consists of all aspects of religious education. A remarkable result is that in all models, the attitudinal aspect (sometimes together with the affective) is the most dominant aspect. The cognitive aspect is absent in the inter-religious model. On average, all Muslim, Christian and Hindu students prefer the mono-religious over the inter-religious model. For the mono-religious model, the negative evaluation of religious plurality is the strongest predictor; and indeed, is the only aspect to contribute to the preference for the mono-religious model among Muslims. The attitude towards pluralism is the most important predictor of the preference for a mono-religious model among Christians. This result is in contrast with our hypothesis. As for Hindu respondents, the centrality of own religion has the most positive correlation with the mono-religious model. Pluralism is the most influential factor for the inter-religious model among all groups.
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Preferences for Religious Education and Inter-Group Attitudes among Indonesian Students
In: Journal of Empirical TheologyC.Sterkens@ftr.ru.nl
Search for other papers by Carl Sterkens in
Current site
Google Scholar
PubMed
myusuf@ugm.ac.id
Search for other papers by Mohamad Yusuf in
Current site
Google Scholar
PubMed
This article analyses Indonesian students’ preferences for different types of religious education, with the help of their personal characteristics and inter-group attitudes. We investigate a comparative understanding of Muslim, Christian and Hindu students of different types of religious education. The comparative measurement of different models of religious education shows that the mono-religious model consists of all aspects of religious education. A remarkable result is that in all models, the attitudinal aspect (sometimes together with the affective) is the most dominant aspect. The cognitive aspect is absent in the inter-religious model. On average, all Muslim, Christian and Hindu students prefer the mono-religious over the inter-religious model. For the mono-religious model, the negative evaluation of religious plurality is the strongest predictor; and indeed, is the only aspect to contribute to the preference for the mono-religious model among Muslims. The attitude towards pluralism is the most important predictor of the preference for a mono-religious model among Christians. This result is in contrast with our hypothesis. As for Hindu respondents, the centrality of own religion has the most positive correlation with the mono-religious model. Pluralism is the most influential factor for the inter-religious model among all groups.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 1007 | 80 | 8 |
| Full Text Views | 219 | 2 | 0 |
| PDF Views & Downloads | 98 | 3 | 0 |
