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Descriptors:
Mental Health; Muslims; Foreign Countries; Religion; Qualitative Research; Religious Factors; Beliefs; Counseling

Abstract:
The purpose of the present study was to explore through qualitative methodology the practice of visiting shrines, a religious practice indigenous to Turkish Muslims, and its potential mental health benefits. Thirteen individuals were interviewed at two shrines in Istanbul, Turkey. The researchers focused on visitors' presenting issues, beliefs regarding the practice, the mental health benefits of the visit, and the behaviors that the visitors engaged in during their visit. The data were analyzed using the Consensual Qualitative Research method. Five domains emerged from the data: (i) "degree of religiosity and duties," (ii) "knowledge and beliefs about shrines," (iii) "purpose of visits," (iv) "activities during the visit," and (v) "experience and impact of the visit." The findings were discussed based on the mental health benefits of visiting shrines and the counseling and cultural implications. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Higher Education; Muslims; Foreign Countries; Beliefs; Migration; Self Concept; Universities; Interviews; Social Behavior; Graduates; Alienation; Values; College Attendance; Arabs

Abstract:
The article investigates the migration of Palestinian Muslim women, citizens of Israel, to the Hebrew University in Jerusalem or to Jordanian universities for academic studies, and the influence of this migration on their norms, behavior and identity. Narrative interviews were conducted with Palestinian Muslim women graduates: eight from the Hebrew University, Jerusalem and eight from Jordanian universities. Findings revealed that the women's migration from their home communities to academic campuses involves issues of affiliation and identity; studies in Jordan constitute temporary cyclic emigration between two safe spaces, while studies in Jerusalem often involve alienation and foreignness. In both cases, higher education is a powerful force shaking up women's lives. Following graduation, Hebrew University graduates remain in Jerusalem's environs and migration to Jerusalem may become permanent. Higher education enables these women to engage with and confront identity issues, empowering them to reconsider their value and belief systems and relations with others. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Islam; Foreign Countries; Religious Education; Terrorism; Recruitment; Educational Change; Muslims; Role of Education; International Education

Abstract:
Described as "terrorist factories", the South Asian madrasas have become the subject of great controversy since September 11, 2001. In Afghanistan, people commonly blame Pakistani madrasas for recruiting Afghan youth into militant groups. In response, the Afghan government has initiated a comprehensive reform of the Islamic education sector. Yet, little analytical attention has been paid to Afghan madrasas and their transnational links. This article examines more closely the role of religious education in Afghanistan, transnational connections with madrasas in Pakistan, the alleged links to militancy, and the scope for reform of the religious education sector in Afghanistan. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Muslims; Islam; Moral Development; Religious Education; Role Models; Self Concept; Teacher Responsibility; Personality; Teacher Role; Teacher Influence

Abstract:
This study embarks from the great and huge responsibility of teachers nowadays especially the IRT (Islamic religious teachers). As the role model of students, they play an important task especially in producing the good Muslim character. Therefore, their job not only focuses on the content of subject but becomes wider in scope, more than other teachers in molding a human. For this, the mind faculty plays an important role. Many studies have proved that people's belief and how they perceive themselves can influence their personality and make them be a center of attention. The past research findings have shown that teachers need to have the PSC (positive self-concept) to help them become a successful role model and produce the great Muslim character in the future. Thus, this study seeks to look at the need of PSC in IRT as a role model. This study is a conceptual paper which is based on the analysis of document method. The paper will discuss the role of IRT, the PSC and the needs for teachers, and the influence of teachers' PSC on students' behaviour. Due to current scenario of social ills, the IRT responsibility of educating and molding the good character of Muslim students becomes much more challenging. Therefore, in order to make sure the vision is accomplished, IRT must build the PSC in themselves first. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Trust (Psychology); Role of Religion; Multiple Regression Analysis; Ethnicity; Educational Attainment; Age Differences; Gender Differences; Mass Media Role; Social Justice; Religion; Catholics; Religious Organizations; Place of Residence; Life Satisfaction; Political Affiliation; Social Indicators; Sociometric Techniques; Religious Factors; Comparative Analysis; Surveys; Correlation; Predictor Variables; Traditionalism; Protestants; Muslims

Abstract:
Based on individual-level data from 2008 Afro-barometer survey, this study explores the relationship between religion (religious affiliation and religious importance) and trust (interpersonal and institutional) among Ghanaians. Employing hierarchical multiple regression technique, our analyses reveal a positive relationship between religious affiliation and both measures of trust among Ghanaians. A positive relationship between Catholic, Protestant, Muslim, Pentecostal/Evangelical faiths and interpersonal trust compared to non/traditional religion are detected. The data also reveal that upon controls, only Catholic and Pentecostal/Evangelical show significant positive effect on institutional trust among Ghanaians compared to non/traditional religion. It is worth noting that religious importance does not significantly predictor of neither interpersonal nor institutional trust among Ghanaians. The overall effect of religion on trust is weak, and weaker for institutional trust. Most of the difference relates to the difference between world religions and traditional religions. Place of residence, political affiliation, region of residence, ethnicity, and education are significant nonreligious predictors of both institution and interpersonal trust among Ghanaians. The findings further show that whereas age significantly influences only interpersonal trust, gender, life satisfaction, media exposure, sense of corruption, and sense of unfair treatment are significant factors molding institutional trust among Ghanaians. Policy implications of the study are discussed, emphasizing the need to incorporate religious organizations in efforts aimed at boosting interpersonal and institutional trust among Ghanaians. Religious-specific trust promotion program is suggested as possible strategy likely to succeed in Ghana. The need for more detailed studies in this important but ignored area is emphasized. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Philosophy; Judaism; Muslims; Religious Education; Religious Factors; Correlation; Knowledge Level; Teaching Methods; Islam

Abstract:
Jewish and Muslim philosophers, alike, regarded the formation of proper habits to be the key to effective education. They also considered rational acceptance of religious obligation to be mandatory for successful observance. This essay examines the relationship between these two dimensions of religious education: knowledge and reason on the one hand, and habit and action on the other hand, in the philosophical and pedagogical works of Abu Hamid al-Ghazali (1058-1111), Moses Maimonides (1135-1204), and the anonymous Sefer Ha-Hinnukh (13th century). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Counseling; Teaching Methods; Muslims; Islam; Religious Education; Religion; Educational Attitudes; Educational Objectives

Abstract:
As a major world religion representing approximately 20% of the human family, Islam holds particular and significant educational perspectives. The purpose of this article is to identify and interpret the viewpoints of Islam on education (with emphasis on Shia' faith). To accomplish this aim, "educational goals" from the viewpoint of Islam have been represented and the educational methods (teaching methods) and content have been described. The Qur'an, Islamic traditions, and Muslim scholars' views have been referenced for the purpose of defining these educational views. The results of the research show that many important educational implications can be understood from these sources, and applied in contemporary Muslim education. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Muslims; Graduate Students; Foreign Students; Student Experience; Student Adjustment; Religious Factors; Acculturation; Stress Variables; Student Surveys; Interviews; Phenomenology; Foreign Countries

Abstract:
This paper was to report some of findings from a larger phenomenological study on the lived experience of Indonesian graduate students in a US higher education. Particularly, this paper was to discuss the Indonesian Muslim graduate students' religious life experiences attending an American graduate school. The primary data sources were a demographic survey and in-depth interviews. The demographic data were analyzed descriptively. The interviews were analyzed by using within-case and cross-case displays and analyses. The theoretical framework of acculturation stress model was used to guide this study. Utilizing the acculturation stress model to describe Indonesian Muslim graduate students' cross-culture experiences, we organized our analysis and discussion around their perspectives and the contexts in which challenges they encountered emerge. An analysis of the text revealed that major themes related to religious beliefs and life experiences were unanticipated praying difficulties, longer fasting days, no holiday for Ramadan (the holy month of Muslims) celebration, no taraweeh (Muslim prayer peculiar to the holy month of Ramadan) prayers in mosque during Ramadan, and rare halal food, and decreasing religious stressors. Future higher education research and policy implications are also discussed. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Arabs; Muslims; Internet; Role; Web Sites; Computer Mediated Communication; Electronic Publishing; News Reporting; Politics; Self Concept

Abstract:
In this article, I draw on contemporary theorizing on the concept of face (e.g., Ting-Toomey 1994, 2004; Tracy 2008) and research on Islamic and Arabic cultures and linguistic strategies (e.g., Beeman 1986; Hegland 1998; Wilce 2005; Al Zidjaly 2006) to explore the role that the Internet plays in enabling Muslim Arabs to manage or save their collective face online. I do so by examining the responses that Muslim Arabs from various nationalities and backgrounds post to the website of Al Jazeera, the noted Arabian political news agency, with regard to articles that attack their identity as Muslims. I identify three strategies that enable Muslim Arabs who post to the Al Jazeera website to productively engage in discussion and save collective face--self-praise, West-attack, and self-attack. In this study, I focus on the most widely-used strategy--self attack and demonstrate how self-attack is best understood as a form of "reasonable hostility" (Tracy 2008) in this particular online discussion forum because it saves collective face in a culturally--and contextually--appropriate way. The paper contributes toward developing a grounded practical theory of face (Craig 1989; Craig & Tracy 1995, 2008), to conceptualizing facework online as identity work, and to investigating identity construction at the group level. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Racial Bias; Muslims; Foreign Countries; Social Problems; Postmodernism; Socialization; Mass Media Effects; Political Attitudes; Racial Identification; Arabs; Aggression; Discourse Analysis; Presidents; Decision Making; Patriotism

Abstract:
The media's power to shape our views of reality, our socialization, and our politics is indisputable. As we increasingly discover and interpret the world through the screen of our TVs, media narratives and images construct for us confusing representations of reality. In the process, our ability to experience the real is reduced along with our commitment to engage with political and social problems. Confusion blurs our vision. Our rational capacities and certainties appear to have vanished. In the midst of this confusion, this article explains how the media have transformed identity politics in the United States by setting up Arab and Muslim American communities as the enemy within and institutionalized a new discourse of discrimination that relies on racial microaggression. Operating through Arabization, racial scapegoating, and misrepresentation, this discourse is similar to what sociologist Ramon Flecha calls postmodern racism in Europe. The article further argues that this discourse is used to question President Obama's decisions, his ostensibly suppressed Muslim identity, and his patriotism. (Contains 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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