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While Schmitt's Political Theology paints modern theories of the state as secularized theological concepts, prominent threads of Jewish religious education in 20th century Jerusalem have moved in a different direction, that is, toward the re-sacralization of such secularized theological concepts. Orthodox Jewish schools in Jerusalem, or yeshivot, take an orthopractic approach to religious education as informing all aspects of life, rather than a delimited set of doctrines or beliefs. As such, questions of security fall within the purview Jewish religious education. To look more closely at the relationship between orthodox Jewish religious education, sanctity and security, I spent seven months enrolled as a student-observer in three Jerusalem yeshivot taking daily field notes, conducting interviews, attending classes, and studying related sacred texts. By examining both Jewish sacred texts and ethnographic data from contemporary Jerusalem yeshivot, this article highlights how geo-political ideals of security in modern Jerusalem are being re-sacralized by contemporizing ancient sacred texts and approaching religious education itself as a means of eliciting divine aid in the securitization process for Jewish Jerusalem.

Education is the most important and vital insitutiton that is in charge of upbringing and development of the personality of adolescents and youth. The essential vitality of paying heed to the development of human personality and the importance of psychosomatic cultivation of the students have caused this important issue to be considered as one of the essential functions of the educational system. Thus conceived, the goals of higher education are realized when the coordination with other social institutions including family is reached. Most of the educational instructors, psychologists, sociologists, and so on and so forth, trace the origin of many social and behavioral problems of students back to the existing behavioral patterns at home. Accordingly, the role of family in education and its ideal methods has been continuously recognized by humans and has had great importance in human life in all ages. The negligence or ignorance of families regarding the issue of religious education has caused many psychological, social and religious harms. In the current essay, we seek to explain the religious and social education in family and the methods of religious and social education of the family.

Secondary data from American, Israeli, & British studies are analyzed comparatively in an effort to assess the strength of religion in contemporary Jewish identification. A clarification of the concepts 'Judaism' & 'Jewish religion' is undertaken, & the difficulty of distinguishing between 'the religious' & 'the secular' is stressed, in the light of the close interrelationship between Jewish religious practices & Jewish ethnic & sociocultural factors. Several existing models for analyzing Jewish identification patterns are scrutinized & the trends in Jewish religious practices are highlighted. The basic question is that of the relationship between religion & social change. The shifts of emphasis toward the more secular expression of Jewishness & the investment of some ethnic-national symobls with religious meaning are seen as having partial compensatory effects on the decline of traditional ritualistic religious practices. Processes of 'acculturation' in western Diaspora communities & of 'nationalization' in Israel are discerned & seen as diminishing the role of religion in Jewish identification. AA.

This paper focuses on the educational programs of Religion/Religious Education within pre-primary education, in Slovakia, outlining the legislative view on the issue. It characterises the curriculum of Religion/Religious Education in pre-primary education and the Framework Educational Program of the subject of Catholic Religion/Religious Education for pre-primary education. It deals with the competencies of spiritual formation in a Catholic nursery school. In the conclusions, it provides its own recommendations and methodological ideas, applicable in the educational programs of Religious Education within nursery schools.

In the process of character education of children, parents have a very important role in guiding and shaping the character of children, because children are a gift and mandate from Allah SWT, children are born to earth in a holy state, then it is their parents who influence their children's behavior So in any condition, no matter how busy parents are, they are obliged to guide and direct their children in a positive direction so that morality is created. This study aims 1) to determine the role of parents who work on children's character education, 2) the role of schools in shaping children's character so that Islamic character is realized, 3) obstacles and efforts made in educating children's character. Determination of research subjects was carried out by determination by researchers (purposive sampling), namely parents who worked in companies that sent their children to school at SDIT Harapan Ummah grades 4-6. The research approach is qualitative with descriptive research type. The data was collected by using interview techniques and data processing using qualitative analysis techniques. The results showed that: (1) Parenting patterns of parents who work in companies on the formation of children's character are different, firstly applying democratic parenting, secondly permissive parenting and thirdly authoritarian parenting. (2) The role of schools in shaping the character of students by training children with positive Islamic character habits, making programs that build children's character, and establishing coordination with parents in monitoring children's development. (3) the obstacles faced by parents in educating children's character due to lack of knowledge about parenting and role models from parents, lack of time with children and not being istiqomah in educating children's character. So parents should have concepts and provisions in educating children, because the role of parents is very important in the development and formation of children's character for the realization of Islamic character.

The present study is an effort to gather research aspects for religious education in Pakistan. Religious education, most commonly known as madrasa education, has a profound history titled as Nizamiyah. Historical changes in the Muslim regions have influenced this mode of education as well. It has been argued by some researchers that positivity of faith based education has diminished due to the changes in international political and economical scenario. Terrorism was found to be a strongly associated variable with madrasa education and researchers have reasoned it with poverty, strong mentoring system and misconceptualizations of some religious beliefs. This study has found that while madrasas are perceived very negatively, research shows that there are positive influences regarding availability of education and women empowerment. The negativity is attributed largely to media misrepresentation and political interests.