澳洲国立大学论文代写:穆斯林习俗

Keywords:澳洲国立大学论文代写

这种情况可以被看作是为什么穆斯林社区转向穆斯林学校以维护他们的社区身份和穆斯林习俗的一些理由。教育改革法案的1988个州，学校应该“促进精神、道德、文化、心理和身体发育的学生在学校和社会…“一些穆斯林开始质疑一个非穆斯林的教育环境能够充分满足需要为他们的孩子。1944教育法进行了宗教的唯一主体是义务教学校，但宗教教学是比较肤浅的，意思是说从这些角度来说，宗教精神是很重要的，主流学校无法提供的精神和宗教层面充分。各国政府如何处理宗教的条款不似乎对家长的教育选择有一定的影响。对比利时和荷兰的检查表明，当政府提供宗教教育很高时，对宗教学校的需求就减弱了。在比利时，4%的人口是穆斯林，主要是土耳其人或摩洛哥后裔。自1975以来，在国家学校提供伊斯兰教育的法律与其他宗教教育的基础相同。第一个也是唯一的国家资助的伊斯兰小学于1989开办，似乎与两个市政府无法任命正式承认的教师，因而拒绝提供伊斯兰教育有关。在荷兰，6%的人口是穆斯林，也主要是土耳其人或摩洛哥后裔。国家没有具体规定伊斯兰教育的政策，荷兰有45所伊斯兰学校。（快乐，2005）。在英国，在主流的公立学校宗教教育提供足够的缺乏，媒体的敌意，政府和他们的信仰和社会公众，并记录不良的巴基斯坦人在主流学校结合形成穆斯林父母去教育孩子控制一个强大的动力。
澳洲国立大学论文代写:穆斯林习俗
This situation can be seen as some justification for why the Muslim community turned to Muslim schools to preserve their communal identity and Muslim practices. The Education Reform Act 1988 states that schools should "promote the spiritual, moral, cultural, mental and physical development of pupils at the school and in society..." Some Muslims were beginning to question whether a non-Muslim schooling environment would be able to adequately fulfil that need for their children. The Education Act of 1944 made religion the only subject it was compulsory to teach in school, but the teaching of religion is relatively superficial, meaning that from the perspective of those for whom a religious ethos is important, mainstream schools are unable to provide the spiritual and religious dimension adequately.How governments deal with the provision of religion does seem to have some bearing on the educational choices of parents. An examination of Belgium and The Netherlands shows that when the government provision of religious education is high, the demand for religious schools is muted. In Belgium, 4% of the population is Muslim - primarily of Turkish or Moroccan descent. Since 1975, it has been the law to provide Islamic instruction in state schools on the same basis as other religions are taught. The first, and only, state funded Islamic primary school opened in 1989 and seems to be linked to the inability of two municipalities to appoint officially recognised teachers and thereby their refusal to provide Islamic instruction. In The Netherlands, 6% of the population is Muslim and also primarily of Turkish or Moroccan descent. The state does not have a policy for the specific provision of Islamic instruction and there are 45 Islamic schools in The Netherlands. (Merry, 2005).In the UK, the lack of adequate provision of religious education in mainstream state schools, the hostility of the media, the government and the public to their faith and community, and the recorded underachievement of Pakistanis in mainstream schools combine to form a powerful motivator for Muslim parents to take over control of the education of their child.