Promoting Moderatism and Preventing Violent Extremism Through Religious Education in Indonesia

Different patterns of formal, informal, and non-formal settings in religious education need consideration in terms of various factors. Research methodology, government policies, and the role of the state are key areas needing further exploration for promoting moderatism and preventing violent extremism.

• Religious education
• Moderatism
• Extremism prevention
• Indonesia
• State role

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1. NOTES FOR MUHAMMAD ZUHDI, NOTES FOR MUHAMMAD ZUHDI, PROMOTING MODERATISM, PREVENTING VIOLENT EXTRIMISM: RELIGIOUS EDUCATION AND STATE IN INDONESIA Muhammad Sirozi Raden Fatah Palembang State Islamic University JW MARRIOT JAKARTA, January 14-16, 2019

2. NOTE 1: DIFFERENT PATTERNS OF FORMAL, INFORMAL, AND NON FORMAL SETTINGS RELIGIOUS EDUCATIO NEED TO BE CONSIDERED IN TERM OF SUBJECT MATER; MAIN ACTORS; SOCIAL ENVIRONMENT; TEACHING LOAD; REFERENCES OR TEXT BOOKS; INSTRUCTIONAL PATTERNS; MANAGING AUTHORITY; CURRICULUM; TEACHER ROLE; ASESSMENT AND IMPLEMENTATION; LEARNING STRATEGY; MODE OF CONTROL APPLIED; AND RELIGIOUS INTERESTS INVOLVED.

3. NOTE 2: RESEARCH OBJECTS NEED TO BE SPECIFIED THE TYPES OF INSTITUTIONS: GENERAL SCHOOL, MADRASAH, VOCATIONAL SCHOOL, ISLAMIC SCHOOL, PESANTREN, INTERNATIONAL SCHOOL. INSTITUTIONAL STATUS: PRIVATE OR STATE INSTITUTIONS INSTITUTIONAL AFFILIATION: RELIGIOUS, SEMI RELIGIOUS, PRIVATE, SOCIAL, POLITICAL OR SEMI POLITICAL ORGANIZATIONS.

4. NOTE 3: RESEARCH METHODOLOGY NEEDS FURTHER EXPLANATION THE SCOPE: NATIONAL OR JABODETABEK ? RANDOM OR PURPOSIVE SAMPLING ? CRITERIAS FOR TEACHERS AND RESOURCE PERSONS INVOLVED? THE URGENCY OF FGD DATA & THE RELEVANCE OF ITS PARTICIPANTS? WHY NO PARENTS AND RELIGIOUS LEADERS ARE INTERVIEWS ? WHAT TECHNIQUE HAS BEEN USED FOR INTERVIEWS ?

5. NOTE 4: MORE CRITICAL ASSESSMENT ON GOVERNMENT POLICIES WILL BE HELPFUL IF RELIGIOUS EDUCATION IS CONSIDERED AS AN IMPORTANT SUBJECT, WHY IS IT NOT INCLUDED AMONG SUBJECTS FOR NATIONAL EXAM ? WHY ROHIS TENDS TO BE BLAMED, NOT THE TEACHERS OR THE MANAGEMENTS ? WHY A SPLIT SYSTEM (MENDUKBUD AND MORA) IS APPLIED FOR MANAGING RELIGIOUS EDUCATION AND WHAT ARE THE ACADEMIC AND POLITICAL IMPLICATIONS? HOW MUCH LOCAL OR PROVINCIAL GOVERNMENTS HAVE BEEN INVOLVED IN MANAGING RELIGIOUS EDUCATION, IN WHAT WAYS ?

6. NOTE 5: MORE CRITICAL ASSESSMENT ON THE ROLE OF STATE WILL BE VERY INTERESTING HOW HAS THE STATE USED RELIGIOUS EDUCATION FOR REPRESENTING ITS POLITICAL INTERESTS WITHIN THE CONTEXT OF PROMOTING MODERATISM & PREVENTING VIOLENT EXTRIMISM ? IN WHAT WAYS HAS THE STATE PRODUCED AND REPRODUCED THE CONTENTS OF RELIGIOUS EDUCATION ? ARE THERE ANY CONFLICTING INTERESTS WITH REGARD TO THE ROLE OF RELIGIOUS EDUCATION IN PROMOTING MODERATISM & PREVENTING VIOLENT EXTRIMIS, WHAT ISSUES ARE INVOLVED, & HOW THE CONFLICTS HAVE BEEN MANAGED AND RESOLVED ? WHOSE INTERESTS ARE BETTER REPRESENTED IN STATE POLICIES ON RELIGIOUS EDUCATION, WHO ARE HAPPY AND NOT HAPPY WITH THE POLICIES ?

7. THANK YOU VERY MUCH THANK YOU VERY MUCH